Voluntary Active Euthanasia

Voluntary Active Euthanasia Carlene Lawrence Hodges University PHI 3601 OL3 November 19, 2012 Abstract This paper will discuss the benefits of the legalization of Voluntary Active Euthanasia (VAE). It will define the differences between Active Euthanasia and Physician Assisted Suicide, as well as the difference between active and passive. We will look at VAE from a legal perspective, with discussion about specific court cases that have set precedence in this matter. We will also look at it from a moral point of view; from a perspective of Utilitarian and Subjectivist principles, to show that VAE should be considered morally correct.Voluntary Active Euthanasia This paper will discuss the benefits of Active Voluntary Euthanasia (VAE). Although it is sometimes referred to as mercy killings, it is one of the most controversial topics in our world today. Many believe the right to live is one of the most important human rights. The right to die should be equally as important. First, we mus t discuss the difference between active and passive euthanasia. Active is the process by which a person is given something, such as a prescribed medication, to end their life, while passive is allowing a person to die naturally, not being given anything to help sustain their life.Second, we must not confuse VAE with Physician Assisted Suicide (PAS), as the two are quite different. With VAE, it is the doctor who administers life ending medications, with the patient’s permission, while with PAS, the patient is the one who ultimately ends their own life. It can be argued that there is no moral difference between active and passive, since the consequences, intentions, and actions are primarily the same. If medical treatment is withheld, allowing them to die naturally, this will prolong their pain and suffering, as well as that of their loved ones left to bear witness.It will also lead to large medical bills, which the families will be left to deal with. In an era where the cultur e is to provide rescue medicine, it is hard to decide what to do when facing end of life decisions for your loved ones. According to the Hippocratic Oath, physicians must â€Å"use treatment to help the sick according to my ability and judgment, but will not use it to injure or wrong them† (Friend, 2011). While the actual Oath has been rewritten many times over the years, to reflect cultural changes, it has the same essence. But, who decides what is considered as injuring or wronging them?One person may consider aiding in the death of another to be wrong, but the person dying may not. U. S. District Judge Barbara Rothstein (1194) wrote, â€Å"There is no more profoundly personal decision, no one which is closer to the heart of personal liberty, than the choice which a terminally ill person makes to end his or her suffering†. Assisted suicide and euthanasia have been worldly controversial for centuries. However, the first organizations created to support the legalizatio n of such were in 1935 and 1938, in Great Britain and the United States, respectively.Great strides have been made in the right direction though. Consider the case of Karen Ann Quinlan. In 1975, after mixing alcohol and drugs at a party, Karen become unconscious and slipped into a coma (Quinlan & Radimer, 2005). After months of watching their daughter suffer, being kept alive by machines, the family decided they knew their daughter would not want to live this way and requested she be taken off of the respirator. However, they quickly found out that their wish could not be carried out without a court order. They lost their first court battle in New Jersey Superior Court.They appealed this decision and ended up in New Jersey State Supreme Court, where by a unanimous decision, they won. Karen’s father, Joseph Quinlan, was names as Karen’s guardian, and was permitted to make all healthcare choices for her. Julia Quinlan, Karen’s mother, writes: The ruling gave patie nts and families the right to live each stage of life, including the last stage, with dignity and respect, and for medical institutions such as hospitals, hospices and nursing homes that would now be required to establish and maintain ethics committees.In addition, the Quinlan case led to the creation of the â€Å"living will,† sometimes called an â€Å"advanced directive,† which outlines the personal wishes of the individual in regard to â€Å"extraordinary means† to maintain life. (Quinlan 2005) In 1990, 40 states collectively passed laws allowing competent citizens the right to make living wills. These documents put the power back into the hands of the ill, by allowing their wishes and voices to be heard when they themselves are unable to speak.They instruct doctors to withhold life-supporting treatment and systems in the event a person becomes terminally ill. They can also instruct emergency doctors not to perform life resuscitating devices when a person has become injured or ill. It is the opinion of this writer and other proponents, like Compassion & Choices (http://www. compassionandchoices. org) that it become legal to include right to die choices like voluntary euthanasia. In ancient Rome and Greece, putting someone to death, or assisting in dying was acceptable in certain situations.For example, it was acceptable to put to death newborns with severe birth defects. It wasn’t until Christianity started developing in the West, that euthanasia was determined to be morally and ethically wrong. It was, and still is, seen as a â€Å"violation of God’s gift of life†. (Abdulkadir, Ansari, & Sambo, 2012, p 673). This is where the ethical debate inevitably ensues. Opponents mostly come from the medical profession as well as religious groups. They believe that medical providers should be more concerned with caring and healing then curing and the ultimate outcome.Legalizing active euthanasia could put too much power in th e hands of the medical professionals, allowing the ill to be easily swayed and opening up the option for many lawsuits from surviving family members who do not agree with the practice. Proponents reason that keeping someone alive with medications and medical instruments, when they would otherwise die is not sustaining a true life. Also, they believe that this is not a question of if someone is to die, but how much they suffer in the interim. The main concern of health providers should be to ease or eliminate pain and suffering.If we can accept that passive euthanasia (rejecting the use of life sustaining treatment) is ethically and morally correct, than we should also accept active euthanasia as well. Utilitarianism says that actions should be judges as morally acceptable or unacceptable based on increases and decreases in total happiness and/or misery (total meaning everyone involved, not just one individual (Barcalow, 2007). Using this as a guide, it can be determined that VAE wou ld essentially be reducing misery by allowing terminally ill, and sick to die nstead of suffering. Therefore, it would be morally acceptable. Let us look at VAE from a Subjectivism standpoint. Subjectivism claims that â€Å"whatever an individual believes to be right or wrong is right or wrong for that individual† (Barclow, 2007). Therefore, what may be morally correct for one person may not be for another. Under this principle, we should consider that if you believe VAE to be morally incorrect, that does not stand to reason all of society believes this as well. Let’s look at euthanasia another way.Merriam-Webster (2012) defines euthanasia as: â€Å"the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy†. In most states, where VAE is not legal, doctors are permitted to withhold medical treatment from a dying person, if that is their wish. While this is not considered actively administering life ending medication, it can still be considered actively allowing the person to die, if the treatment they are withholding would keep the person alive, even if only temporarily.When defending the case for active euthanasia, often the subject of our pets inevitably comes up. It is common practice when our pets become ill or injured, to put them out of their misery, we have them, as we say, ‘put to sleep’, or ‘put down’. You never hear of someone keeping their pet alive on life sustaining machines and medications. When asked why they chose to put down their pet, almost everyone answers with they couldn’t bear to see the animal suffer. So then why do feel the need to keep our humans alive? Currently there are four states in the U. S. hat have legalized active euthanasia; Oregon in 1994 by the Oregon Death and Dignity Act, , Texas in 1999 by the Texas Futile Care Law, Washington in 2008 by the Washin gton Death and Dignity Act and Montana in 2008 through a trial court ruling, Baxter vs. Montana. It is also legal in several European and eastern countries, such as Belgium, Columbia, and the Netherlands. It is legal in certain situations in Switzerland. In conclusion, using the Utilitarian and Subjectivism Moral Principles, should consider voluntary active euthanasia morally acceptable. References Abdulkadir, A. B. , Ansari, A. H. , & Sambo, A.O. (2012). The right to die via euthanasia: an expository study of the shari'ah and laws in selected jurisdictions. Advances in Natural and Applied Sciences, 673+ Barcalow, E. (2007). Moral philosophy: Theories and issues. (4th Ed. ed. ). Belmont: The Thomson Corporation. Daniel, P. S. (2011). Speaking of the value of life. Kennedy Institute of Ethics Journal,  21(2), 181-199,6. Euthanasia (a) in Merriam-webster online dictionary. (2012, March 09). Retrieved from http://www. merriam-webster. com/dictionary/euthanasia Friend, Mary Louanne,M. N. , R. N. (2011). Physician-assisted suicide: Death with dignity?Journal of Nursing Law,  14(3), 110-116. Doi Rothstein, B. R. (1994). Assisted suicide: Helping terminally ill. Knight-Ridder Newspapers, 12(10), 615. Mary, L. F. (2011). Physician-assisted suicide: Death with dignity? Journal of Nursing Law,  14(3), 110-116. doi/913146489 Quinlan, J. , ; Radimer, F. (2005). My joy, my sorrow. Cincinnati, OH: St. Anthony Messenger Press. Rachels, J. (1975) Active and passive euthanasia . The New England Journal of Medicine 292 78-80 Rachels, J. (2001) Killing and letting die. Encyclopedia of Ethics 2nd ed. 2 947-50 Steinbock, B. , ; Norcross, A. (1994). Killing and letting die. Fordham Univ Pr.

Risk of Entry by Potential Competitors in Fast Food Industry

6. The common sense of principle that defines the generally observed relationship between demand, supply, and prices: as increases the price goes up, which attracts new suppliers who increase in supply bringing the price back tom normal. However, in the marketing of high price (prestige) goods, such as perfumes, jewellery, watches, Cars, Liquor, a low price may be associated with low quality, and may reduce demand. Demand is how much desire consumer have for de product or service is available .When demand is great and supply is low the price of a product or service increase when demand is low and supply is great . The price of a product or service decreases. The effect on price is the quantification of supply and demand. Demand in many instances is driven by disposable income and free time. Henry ford recognized this in increasing the wages of his workers and decreasing their work time. 8. Relationship between risk and return The relationship between risk and return is a fundamental financial relationship that affects expected rates of return on every existing asset investment.The Risk-Return relationship is characterized as being a â€Å"positive† or â€Å"direct† relationship meaning that if there are expectations of higher levels of risk associated with a particular investment then greater returns are required as compensation for that higher expected risk. Alternatively, if an investment has relatively lower levels of expected risk then investors are satisfied with relatively lower returns. This risk-return relationship holds for individual investors and business managers.Greater degrees of risk must be compensated for with greater returns on investment. Since investment returns reflects the degree of risk involved with the investment, investors need to be able to determine how much of a return is appropriate for a given level of risk. This process is referred to as â€Å"pricing the risk†. In order to price the risk, we must first be ab le to measure the risk (or quantify the risk) and then we must be able to decide an appropriate price for the risk we are being asked to bear.

Chocolate Package Design Combined with Price Setting

Chocolate package design combined with price setting: A consumer purchase intention and overall impression investigation Cao Youjia, Wang Yicheng, Li Simei, Gao Junhong Abstract In our experiments, the research sheds light on consumers’ purchase intention and overall impression towards six types of combination of chocolate package and price: 1. aesthetic package with a relatively high price, 2. aesthetic package with an intermediate price, 3. aesthetic package with a relatively low price, 4. plain package with a relatively high price, 5. lain package with an intermediate price, 6. plain package with a relatively low price. After the six between-subject experiments, we find that package design and price setting do have influence on customers’ preference to purchase, but not as strong as our perception. On the other hand, the packaging has significance influence on the customers’ overall impression towards the product. The aesthetic package with the highest price l eaves the customer the best impression. Implications for future application for businesses are discussed in the final part.Key words: Package design, price setting, analysis of variance, purchase intention. Introduction â€Å"Man shows that he is affected by appearance, by something that causes him pleasure over and above the immediate utility of the object† (Clay, 1908). Designing aesthetic products to satisfy the consumers’ need is of growing importance in marketing. As core attributes of product, such as quality and functionality, become increasingly homogeneous (Reimann, Schilke, & Thomas, 2010), firms are shifting their efforts from concrete product characteristics towards less concrete ones such as package designing.This trend towards aesthetics in product differentiation may be based on the insight that aesthetic designs seem to trigger certain positive responses in consumers such as an immediate desire to own the product (Norman, 2004); an increased inclination to show off and care for that product (Bloch, 1995); and a higher willingness to pay for it (Bloch, Brunel, & Arnold, 2003). More importantly, products with aesthetic qualities may be treasured long fter their functional value fades (Martin, 1998). However, little is known about the preference of purchasing and the impression when consumers experience different designed packages with certain prices. Although packaging, as an integral design element, has recently been investigated by Orth and Malkewitz (2008), they comment that there is no good psychological theory when it comes to packaging aesthetics as well as the related prices and further research is necessary.In summary, we propose that the combination of the package and the price will shed light on the consumer purchase intentions and overall impression, therefore, may enlighten the businesses to wisely appropriate the capital on packaging with a certain price. One fundamental problem limiting work in the area involves the me aning of the concepts: packaging aesthetic is indistinct and elusive construct that often is mistaken for imprecise adjectives like â€Å"goodness, or luxury, or shininess, or weight† (Crosby 1979).Because definition is difficult, researchers often depend on one-dimensional self-report measures to capture the concepts (Jacoby, Olson, and Haddock 1973; McConnell 1968; Shapiro 1973) and thus must assume shared meanings among consumers. In experiments 1a, we attempt to differentiate aesthetic from plain package design by measuring scores given by participants between differently packaged chocolate. In experiment 1b, we attempt to figure out buyers’ subjective perceptions of price.Finally, applying the data from experiment 1a and 1b, experiment 2 uses 2*3 matrixes to shed light on the underlying correlation impact with packaging and price on buyers’ preference of purchasing as well as the overall impression, which helps explain consumers behavior and gives suggestio n to the domestic chocolate businesses. Furthermore, we slightly investigated the utility differentiation when the price and packaging is taken into consideration. Conceptual background and hypotheses H1.Given a certain product, when refer to the purchase intention, people are more likely to choose one with aesthetic package and relative low price, though package design and price setting have little influence on customers’ purchase intention of chocolate. Packaging is often important to the customer’s first impression of a brand, its quality, or its value (Harckham 1989). Price, the extrinsic cue receiving the most research attention (see Olson 1977 for a complete review of this literature), appears to function as a surrogate for quality when the consumer has inadequate information about intrinsic attributes.H2. Package design has significance influence on the customers’ overall impression towards the chocolate product. Aesthetic package with a relatively high p rice owns the best evaluation. Considerable empirical research has investigated the relationship between price and quality (see Olson 1977 for a review of this literature in marketing) and has shown that consumers use price to infer quality when it is the only available cue. Experiment 1a Overview and method In our first experiment, we attempt to differentiate aesthetic from plain packages through the scores that participant given.Our between-subjects, repeated measure experimental design included two different conditions: in the aesthetic condition, we presented chocolate packages that were pre-selected according to important visual aspects of aesthetic package design such as beauty, unity, and prototypically (Orth & Malkewitz, 2008; Veryzer & Hutchinson, 1998). In the plain condition, we presented the other package that was pre-selected based on their functionality and practical utility. Each trial started with a brief preparation phase show the chocolate, followed by the packagin g to hold the chocolate.Picture stimuli were pretested among 32 undergraduate students, which were given aesthetics versus plain product packaging. Participants were then asked to assess the picture given as being plain or aesthetic (scale from 1 to 6). Randomly eight boys and eight girls were kept for aesthetic packaging and another eight boys and eight girls were exposed to plain packaging. The questionnaires of the experiment are attached to the report as appendix 1. Result We simply counted the number of choices in both conditions and found that participants in the aesthetics condition give higher scores than the plain condition[pic].Sex has no effects on the given scores[pic] and[pic]. Discussion In experiment 1a, when the visual product stimuli were richer in their aesthetic appeal, participants have the inherent perception of which should get higher marks. Experiment 1b Overview and method We intended to get the acceptable price range of the given image of chocolate and then figure out the relative high price, intermediate price and the low price, which will contribute to accuracy and efficiency of experiment 2.We show the same image of chocolate without packaging (the same image of the first phase of experiment 1) to 32 randomly chosen undergraduates (16 girls and 16 boys). Then ask them how much they would pay for that kind of chocolate (x/500g). As we usually don’t have a clear mind of how much the chocolate usually worth the money, we give the price of Dove chocolate as the reference point (53/500g). The questionnaires of the experiment are attached to the report as appendix 2. Result We collected the data and draw the graph as follows: [pic] And sex has no effects on the given scores[pic].Discussion After experiment 1b, we decided to use the relative low price as ? 20/500g (minimum), intermediate price as ? 53/500g (median) and relative high price as ? 100/500g (maximum). Experiment 2 Overview and method This is our main experiment. Problem Formulation 1. aesthetic package with a relatively high price, 2. aesthetic package with an intermediate price, 3. aesthetic package with a relatively low price, 4. plain package with a relatively high price, 5. plain package with an intermediate price, 6. plain package with a relatively low price.Which Combination does the consumer most likely to buy? And which combination can get the best evaluation from customers? Determination of Sources of Information Sources of information are from text books, literature About package theory as well as information comes from experiment 1a and 1b. IV and DV The independent variables— there are two pairs of Independent Variables of our research: 1) Package: aesthetic and plain. 2) Prices: high, intermediate and low. The dependent variables 1) The intensity of consumers’ purchase intentions. 2) Customers’ overall impression towards the chocolate product.Sample We chose our schoolmates as our research participants. Forty subje cts were selected from Shanghai Jiao Tong University and were randomly assigned to four treatment groups. As a total of 40 respondents participated, resulting in a data set of 40 different product choices. Procedure During the experiment, there was no evidence to suggest that subjects were aware of the different sets of experimental material provided and the subjects showed little concern in the experimental materials of others. All above has showed that our experiment is a between-subject experiment.Design of Data Collection Method and Data Collection forms We use a combination of PPT auto play and the questionnaire to carry out our experiment We separate our PPT display to 4 parts: 1. Product category and product image presentation, which lasts 4 seconds. 2. Chocolate presentation, which lasts 4 seconds 3. Package image presentation, which lasts 4 seconds. 4. Price presentation (price appear on top of the picture of the package), which lasts 4 second. Follow on, the participants a re asked to answer a questionnaire about their purchase. The PPT is shown as following: PPT: pic] [pic] The questionnaires of the experiment are attached to the report as appendix 3. Result After collecting the data, we get the following result, |sources of |DF |SS |MS |F |P | |variation | | | | | | |packaging |1 |1. 35 |1. 35 |0. 77 |0. 383 | |price |2 |2. 8 |1. 4 |0. 8 |0. 454 | |interaction |2 |1. 2 |0. 6 |0. 34 |0. 711 | |Error |54 |94. 3 |1. 7463 |? |? | |Total |59 |99. 65 |? |? |? |FIGURE 1 THE IMPACT ON CONSUMERS’ PURCHASE INTENSION Judging from the data above, though we may draw the conclusion that packaging and price has no significant influence on the purchase intention as we expected. There do exist some influence when we have a glance at the following graphs, we can find that customer tend to choose the one with the aesthetic packaging and low price. EXHIBIT 1 [pic][pic] FIGURE 2 THE IMPACT ON OVERALL IMPRESSION |sources of |DF |SS |MS |F |P | |variation | | | | | | |packaging |1 |10. 167 |10. 4167 |7. 69 |0. 008 | |price |2 |3. 7333 |1. 8667 |1. 38 |0. 261 | |interaction |2 |5. 7333 |2. 8667 |2. 12 |0. 13 | |Error |54 |73. 1 |1. 3537 |? |? | |Total |59 |92. 9833 |? |? |? | We can easily find that packaging has significant influence on the overall impression. EXHIBIT 2 [pic] [pic] Another interesting discovery is that given the aesthetic packaging, when the price is higher, the overall impression improves. DiscussionThe purchase intention doesn’t fluctuate a lot with the change of package and price, which is quite reasonable when the attributes of chocolate is taken into consideration. We just try to sell the same chocolate and chocolate is a certain kind of food, that intensity to purchase will not have an abrupt change with the extrinsic variation. The result of the experiment also shed light on the information as follows: People are more likely to purchase what is not only cheap, but also packaged well. But a better packaging and h igher price will contribute to better impression among the customers. ApplicationAlong with the research above, we also investigated other factors to influence the purchase behavior and get some useful data. Chinese people’s preferences towards chocolate, according to our experiment results, are relatively high. The index turns out to be 4. 5/6, females enjoys an even higher 4. 7/6. Therefore, there exists potential Chinese market for daily chocolate consumers. We suggest chocolate producers to provide customers with a fair price (lower than that of imported chocolate) and a plain package. What we want to stress is that in that circumstance, consumers’ experience is needed.Relatively plain and casual package can choose a relatively low price to gain bigger sales. As we can see from our data, the majority of Chinese consume chocolate only when holidays such as on the Valentine's Day. Therefore, we suggest chocolate companies focusing on the â€Å"festivals and holidayà ¢â‚¬  market. We emphasize that the design of the chocolate should be aesthetic. As we can see from our results, high-end chocolate may choose relatively high prices in order to give consumers a deep impression for the benefit of building a good brands reputation.Moreover, people are more likely to consider that kind of chocolate as gifts for others. Acknowledgments The authors thank Dr. Wang Liangyan for helpful comments and suggestions on earlier version of the manuscript. The research was supported by Antai College of Economics & Management, Shanghai Jiao Tong University. Reference T Aharon, I. , Etcoff, N. , Ariely, D. , Chabris, C. F. , O'Connor, E. , & Breiter, H. C. (2001). Beautiful faces have variable reward value: fMRI and behavioral evidence. Neuron, 32(3), 537? 551. Arnheim, R. (1974).Art and visual perception: A psychology of the creative eye. Berkeley, California: University of California Press. Bechara, A. , Damasio, H. , Tranel, D. , & Damasio, A. R. (1997). Decidin g advantageously before knowing the advantageous strategy. Science, 275 (5304), 1293? 1295. Berlyne, D. E. (1974). Studies in the new experimental aesthetics: Steps toward an objective psychology of aesthetic appreciation. Washington, DC: Hemisphere Publishing. Bettman, J. R. , Luce, M. F. , & Payne, J. W. (1998). Constructive consumer choice processes.Journal of Consumer Research, 25(3), 187? 217. Bloch, P. H. (1995). Seeking the ideal form: Product design and consumer response. Journal of Marketing, 59(3), 16? 29. Appendix Questionnaire for experiment 1a: Hi, we are now carrying out a survey of consumer behavior. Please choose the answer and fill in the blanks according to your OWN conceptions. Your time and kindness are highly appreciated, thank you! NOTE: This survey is carried out anonymously, please feel free to answer. A1? Please score the chocolate package on the slidePLAIN 1 2 3 4 5 6 YES AESTHETIC Questionnaire for experiment 1b: Hi, we are now carrying out a survey of con sumer behavior. Please choose the answer and fill in the blanks according to your OWN conceptions. Your time and kindness are highly appreciated, thank you! NOTE: This survey is carried out anonymously, please feel free to answer. A1? How much would you like to pay for the chocolate on the slide, just write down the number in the blank. /500g Questionnaire for experiment 2: Hi, we are now carrying out a survey of consumer behavior.Please choose the answer and fill in the blanks according to your OWN conceptions. Your time and kindness are highly appreciated, thank you! NOTE: This survey is carried out anonymously, please feel free to answer. A1? Purchase intention NO 1 2 3 4 5 6 YES A2? Overall impression BAD 1 2 3 4 5 6 GOOD A3? usage SELF USE 1 2 3 4 5 6 AS GIFTS GENDER Male Female YOUR AGE__________________________________________________ B1? Do you like chocolate NO 1 2 3 4 5 6 YES B2? How often do you buy chocolateA Seldom B On holidays C Once-twice per month D Three times or m ore per month ———————– ?100/500g (high price) ?53/500g (intermediate price) ?20/500g (low price) ?100/500g (high price) ?53/500g (intermediate price) ?20/500g (low price) Dove chocolate? 55/500g Price Presentation (4 seconds) Package Presentation (4 seconds) Choc? 20/500g (low price) Dove chocolate? 55/500g Price Presentation (4 seconds) Package Presentation (4 seconds) Chocolate itself Presentation (4 seconds) Product category Presentation (4 seconds)

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Introduction to Bussines Ethics - Research Paper Example This paper illustrates how this information can be presented to the CEO and managers in a meeting and the actions recommended rectifying the situation and giving the customer notification. Presenting the situation to the executive would involve first acknowledging that the situation exists and explaining the implications that such a case may have on the organization. For instance, if the organization left the defective product to get into the market without being checked, then they may negatively affect the clients and in extreme case even cost their lives. This is very unethical. In case this happens, the customers may sue the business in a court of law where the organization gets to pay huge fines or may even be dissolved. All these are bad consequences that the organization need to avoid in order to thrive. After explaining the implications of the problem at hand, I would proceed to give the extent of the problem. Give details on which products are perceived to have potential harm on the customers, whether they have been dispatched already or are still in the stores. In order to deal with the current situation, several actions need to be implemented immediately. The first thing to check is whether there are defective products that have already reached the end users. In such a case, the organization would seek a way of reaching these customers by contacting the main distribution points in ensuring that the end users are made aware of the situation. The second step would be to stop the sale of all potentially defective products in the company stores and the main distribution points. These products should be taken back to the warehouse for the problem to be rectified. In order to ensure that such a situation does not occur in future, there is the need to ensure that there are effective quality control and assessment tools. There should also be a strict procedure that requires all products to be tested before being distributes to the suppliers. This will reduce the risk of selling potentially harmful products to our client. This will make it possible for the company to give out clients’ value for their money and ensure continued growth in the company revenues. In order to ensure that ethicality is maintained when dealing with the customer, the guiding principle should be giving the best service and products to them. This because the company needs to threat the clients as its employer without which it cannot even exist. There is also need to create a definite system that should be used in case of the repeat of such an incident in notifying the customers of such instances and a way in which they can be compensated. Compensation of the clients is important in promoting the good faith between the company and the customer. This helps in ensuring that the organization d0esn not lose its market to the rival companies. The customers need to feel that they get real value for their money. Since it has been noted that the organization does not have a definite ethical guideline, it is important o develop a strategy of developing a tradition of ethicality through organizational change. This would be an involving process which goes beyond the creation of a code of ethics to be followed by the employees. The manger first need to study the current ethical culture I the organization to recognize the limiting factors that influence in making ethical decision. It is also important to learn which factors support ethical

My Name Edwin Essay Example | Topics and Well Written Essays - 1500 words

My Name Edwin - Essay Example The reason these relationships are no longer recognized is that, in many cases, the language in which the name originated falls out of use. Most of these names originated as descriptive terms of the person who bore them. These were typically collections of nouns and adjectives such as ‘Wulfgar’, which includes the still recognizable word ‘wolf’ combined with a once recognized word ‘gar’ which referred to a specific type of weapon. â€Å"Parents would choose names from the pool of existing names rather than invent new ones for their children. As time went on the language changed and in many cases the words that formed the original name passed out of use, leaving the fossilized form in the name. This is why we do not recognize the meanings of many names today† (Elliott, 1997). The name ‘Edwin’ is one of these names with an ancient history and meaning despite its relatively recent revival in modern use. According to the â€Å"Etymology of First Names† (2002), the name ‘Edwin’ is comprised of two Old English words ‘ead’ and ‘wine’ or sometimes ‘wyne’, which mean â€Å"rich or blessed† and â€Å"friend† respectively. Elliott (1997) disagrees slightly and defines ‘ead’ as meaning â€Å"prosperity, fortune, riches.† Thus, the name is translated to mean â€Å"rich friend†, â€Å"blessed friend† or â€Å"friend to prosperity† depending upon the translator’s conception of the word ‘ead.’ The name is considered a traditional name in German, Dutch, and English, but is generally agreed to have originated in Germany. Part of the reason for this is its connection with Old English. However, the name had to have once enjoyed a great deal of popularity as it eventually became the foundation for a particular surname depicting the reach it eventually gained. Evidence that the name was widespread exists in the appearance of the surname Edevane in Wales.â€Å"This surname is so rare as not to appear in the

An exploratory paper arguing both sides using past and present major Research

An exploratory arguing both sides using past and present major issues of gay marriage. Explain them through summaries and - Research Paper Example This essay examines the issue of gay marriage through positions on the right not to marry, the right to marry, and civil unions. One of the prominent positions on gay marriage is what has come to be referred to as the right not to marry. In regards to this position one considers that the institution of marriage affords a number of benefits, predominantly in government tax incentives. In this way individuals that marry have specific rights that place them at an advantage over non-married individuals. The right not to marry then has constituted a perspective that provides a counter-point to the benefits gained through marriage. Polikoff notes that if the right to marry is considered a right then, â€Å"– the right not to marry – should likewise be fundamental. Revived proposals to condition poverty assistance on marital status, as well as tax benefits and burdens based on marital status, would require strict judicial scrutiny† (Polikoff). In this way Polikoff has c onsidered both the benefits gained through marriage and the perspectives on marriage as a fundamental right. She is arguing then that if the courts establish the right to marry a fundamental right for all people, including gays and lesbians, there should be a concomitant right not to marry. Ultimately, this right would benefit not only gays and lesbians, but individuals that choose to forego marriage. Another prominent position in the debate on gay marriage is the notion of the right to marry. The right to marry has long been a prominent issue, not only in gay and lesbian marriage concerns, but also in broader civil rights perspectives. In this way some of the most prominent right to marry controversies emerged during the civil rights era of the 1960s when there was significant debate over interracial marriages. Still, in the 21st century the most prominent right to marry issues have surrounded concerns over gay marriage. In this way there has been significant disparity of opinion o ver the extent that the constitution guarantees the right to marriage and to which groups of people. In large part this issues has been addressed at the state level. Currently, the majority of states restrict gay marriage based on the belief that marriage is between a man and a woman. Undoubtedly the belief against a blanket right to marriage for same sex couples has been influenced by prominent religious perspectives in the country. One considers that Christianity, the dominant Western religion, has opposed gay marriage; there is additionally scripture that indicates marriage should be between a man and a woman. In this way a great amount of American citizens continue to object to gay marriage based on moral reasons. Recent polling data have attested to this, noting that the highest percentage of people that oppose gay marriage have strong religious affiliations; over 77% of Protestants oppose gay marriage, and 71% of people who attend church services more than once a week oppose g ay marriage (PewResearch). While religious groups are not the only sect of people that oppose the right to marry, they constitute a major oppositional position within the country on the issue. The restriction of the right to marriage, however, has been challenged in a number of notable situations. One of the most prom

Stand By Me Story Essay Example for Free

Stand By Me Story Essay Stand By Me is the story of four twelve year olds living in a small town in the year 1959, whose lives were changed by a chance adventure that they embarked on at the end of an indolent summer. The four boys were Gordie Lachance, Chris Chambers Teddy Duchamp, and Vern Tessio. The boys had their own tree house with its special club rules, including a secret knock, and spent their time in meaningless arguments, playing games, or just hanging out. Although on the surface they are typical pre-adolescent boys, you soon find out that underneath their normal bravado and enthusiasm, each of them have problems at home to deal with. Gordies older brother Denny was recently killed in an auto accident, and his parents have not handled it well. They mope around their house and continually ask Gordie (who is an aspiring writer) why he isnt more like his brother, who was a popular athlete in town. Gordies best friend, Chris, who is intelligent, brave, and the natural leader of the group, has an alcoholic father, who constantly beats him, and an older brother who is a delinquent. Everyone in town figures that Chris will follow in their footsteps, so he is very much afraid of what his future will be. Teddy is the son of an emotionally disturbed war veteran who has abused him all his life. In his mind Teddy cannot accept his situation, so he has created a fantasy world in which his father is an All American war hero instead of an inmate in a mental hospital. Vern is on the chubby side, somewhat uncoordinated, and is constantly the butt of jokes. Verns older brother likes to push him around when he is there, and so Vern spends a fair amount of time hiding out. Yet Vern ends up being the catalyst of the story. He accidentally overhears his older brother describe the location where he is pretty sure that the dead body of a missing boy from the town that everyone had been looking for actually lies. This gives him a chance to be important in the pecking order of the club, and he brings this information to the other boys. Intrigued by the thought of seeing a real dead body and excited at the prospect of becoming heroes in the town for finding it, the boys decide to walk the twenty miles, which will take them two days to complete. They each tell their parents that they are spending the night at their friends house, but given their home situations, its not really a problem for them to take off. The journey starts off well enough, peppered with the bickering chatter  typical of twelve year olds, but soon they realize how unprepared they are. No one remembered to bring along any food and they have very little money. Read more:  Description of a fantasy city. This leads to their first adventure along the way as Gordie is elected to buy food at a store, but must sneak through the junkyard to do so. They end up being discovered by the junkyard owner who sics his dog on them for trespassing on his property. Later they out-run a train on a bridge, tell stories by the campfire, and have a traumatic experience with leeches when they take a shortcut through a swamp. Meanwhile, Ace Merrill leader of an older gang of town kids finds out about the location of the body from Verns older brother and decides to go find the body also, for basically the same reasons. The story comes to its climax point as the two groups square off at the site of the dead body. While Stand By Me seems to be another coming of age film, its meaning and interest really exists on two levels. The entire story is told in a series of flashbacks, narrated by the adult Gordie who is now a successful writer, and is lamenting a news clipping about the death of his childhood buddy Chris, who had succeeded in overcoming his self doubts and dysfunctional family situation to become a lawyer. Chris was killed because of the way he had lived, bravely intervening during an altercation in a restaurant, and suffering a knife wound for his efforts. You enter the mind of the writer throughout this film, in the way that the story is told, how the flashbacks move around in time when necessary, and especially in the hilarious story within a story told by Gordie at the campfire about Lardass Hogan and the pie eating contest. While the boys characters are quite believable, well acted, and superbly cast, the cathartic revelations of the boys innermost feelings, fears, and self-doubts almost on cue show the sure hand of writer Stephen King more than a sense of total reality.

Financial Engineering Essay Example for Free

Financial Engineering Essay University of Stratchclyde is amongst one of the top ranking universities in the United Kingdom. The university is located right at the heart of Glasgow, Scotland’s biggest and most cosmopolitan city. The University of Stratchclyde was founded in 1796 when John Anderson, Professor of Natural philosophy at Glasgow University left instructions in his will to establish a university which should be a place for useful learning for everyone. His vision was realized when Anderson’s university opened later in the same year he died. The university developed rapidly since its inception and by the 1890s, had become a major technological institution with a wide reputation for research and learning. This rapid expansion meant that there was a need of raising more finances for opening up a new building for the university. For this purpose, a fundraising campaign was started by the governors and as a result a, the Glasgow and West of technical college building, now the Royal College Building was opened in George street(strath. ac. uk. ,n. d. ). The primary focus was on science and engineering, though it also offered some courses in management. The college was known for producing some of the best scientists and engineers of its time. In 1964, the Royal College was granted the Royal Charter and thus became the University of Strathclyde. In 1993, the University of Strathclyde merged with Jordan hill College of Education, which is Scotland’s Premier teacher training college(strath. ac. uk. , n. d). This new faculty offers teacher training alongside courses such as speech and language pathology, social work, sport and outdoor education. At the time the University received its Royal Charter, it had some 4,000 full-time students and only a single block of buildings fronted by the Royal College. Today University of Strathclyde has become the third largest university in Scotland.

Issues Affecting Teaching and Learning

Issues Affecting Teaching and Learning The purpose of this assessment is to demonstrate an understanding of pupil learning in relation to learning theories and establish links between effective pupil learning and teaching strategies. In this essay, I will address the key issues that impact on effective teaching and learning strategies for learners of business studies in secondary school. In doing this, I will refer to my own experience and observations in the classroom and to lessons given as well as to objectives and evaluations. I will also refer to learning and pedagogical theories, curriculum, standards and policy documents that inform practice. I will use examples from two specific lessons, on profit and loss and personal budgeting and, from these examples, establish links between theory and practice. It is first of all useful to begin with an understanding of the curriculum expectations of the teaching of business studies and the changes that have occurred over the past thirty years and also in light of recent reforms that aim to â€Å"raise the education and skills levels of students by delivering a curriculum which gives life and social skills,† and prepares students â€Å"for a fast-changing worl d† (Department for Children, School and Family, 2008). Curricular knowledge, as well as subject and pedagogical knowledge are the â€Å"three important aspects† (Hammon, 2005, p. 26) a teacher needs to understand and master. The aim of recent reforms in the education of young people is to make â€Å"education more relevant to todays world.† As such, business studies and the core skills of ICT have become a priority in preparing young people for higher study and employment. This strong shift towards education as preparing students for employment, further study, and becoming citizens in a globalised world, demands that secondary education be used to foster the development of students in terms of their practical and vocational potential. This shift raises, yet again, all the great pedagogical questions (Jephcote and Abbott, 2005) which teachers may not be able to answer, but will nonetheless help in understanding the purpose of teaching business studies in the way informed by government policy and to guide teachers – both experienced and novice – in understanding why and how to best teach their subject. These pedagogical questions concern whether business, career and work-related education in schools should meet the demands and needs of the individual learners or of â€Å"society and economics† in general. These questions also consider whether schools should be concerned with changing society or â€Å"preserving the social order,† whether career and work-related education should be a vehicle for preparing good and morally responsible social individuals, and whether education should prepare learners for their life after school or simply teach students how to successful learners (Jephcote an d Abbott, 2005, p. 6). These questions seem to raise conflicting ideas and goals, but they are mutually supportive: learners who enjoy the learning experience for its own sake will also be able to better employ the concepts, facts and skills learnt beyond their schooling. In any case, the very basis of career and work-related education is founded on instrumental value, regardless of whether or not students students find any intrinsic value in it, any value in learning for the sake of learning, that is. In terms of instrumental value, employers have expectations that career and business education will provide them with a capable and skilled workforce. Students need to gain knowledge and skills that will make them somehow useful in society. Hence the strong shift in policy focus: in 2005, employers were less than satisfied with the level of business awareness that school leavers and graduates had brought to the workforce (Kelly, 2005, p. 21). But apart from employers, both parents and students themselves also hope to gain some instrumental value from their study of career and work-related subjects: they want to become successful at finding jobs. As far as the schools part in all of this, and by extension the teachers, there is a â€Å"legal responsibility† to provide opportunities for â€Å"careers education, work-related learning and enterprise and financial capability† at key stages 3 and 4 (Department for Education and Employment and Qualifications and Curriculum Authority, 1999). By thus understanding the focus of government policy and curriculum expectations teachers then need to find their own ways of improving student outcomes, all the while working within their preferred ideological or pedagogical frameworks and holding their personal beliefs about education and their role as teachers, while taking into account the preferences of students. In light of all this policy change and reform, teachers effectively become â€Å"agents of† decisions made by others, instead of controlling decisions that will impact on their classrooms (Cohen, 2005, p. p. 16). Teachers, instead of feeling threatened by this, find comfort and confidence in knowing exactly what is expected of them and their students. Policy, frameworks and standards provide an excellent scaffolding for teachers to develop their own teaching objectives within the strict framework. After all, when it comes to teaching, â€Å"the way you do it is just as important as what you do† (Kyriacou, 2001, p. 31). It is an acknowledged pedagogical trait that effective teaching of a given subject is influenced by a teachers confidence in the chosen teaching method and resources used as well as a clear understanding of the principles behind lesson objectives, just as much as it is the teachers subject knowledge and expertise. Similarly, effective learning is influenced by student confidence in the teacher and knowledge taught, as well as the freedom to learn via different learning strategies and the ability to control their learning process. A confident teacher will have a clear understanding of pedagogical frameworks and curriculum expectations and also be sensitive to student needs and preferential learning styles (Kyriacou, 2001). When it comes to teaching and learning business awareness, learners will often have to master quite new concepts, such as profit, cost, revenue and budget. As such, teachers might intuitively respond to this need by understanding their role as one in which they must â€Å"impart† or â€Å"transmit† the knowledge that they have about the subject to the students who do not yet have this knowledge. In fact, this understanding of teaching is in line with Wood (1997) who offers four ways of teaching in a type of hierarchy. The first, that of teaching as imparting knowledge, fits into an objectivist (Fox, 1983) understanding of knowledge as something that exists independently of the knower. The process of acquiring knowledge then, is simply one which involves learning something that already exists. According to Wood, as a teacher becomes more experienced, so too will their chosen mode of teaching become more complex. From the understanding of teaching as imparting knowledge, the teacher develops that understanding to teaching as preparing students to use knowledge, teaching as providing opportunities for students to explore different perspectives, and finally, teaching as preparing students to be reflective (Davies and Brant, 2006, p. 182). In the case of teaching profit and loss, a teacher, especially a novice teacher, might well see that these concepts already exist in the world business and the best way to deliver this knowledge to students is when they act as expects who impart this knowledge. This understanding of teaching was observed in a lesson on profit and loss (Appendix I). The lesson objectives were stated as thus: Students should be able to define profit and loss; Students should be able to explain the relationship between turnover, cost of sales, gross profit and net profit; Students should be able to calculate net profit and gross profit and make assumptions about the profitability of a business (Salbstein, 2001). The lesson aimed to impart information, facts and definitions about key concepts in profit and loss, via a traditional method of introducing the language and definitions on the classroom board for students to record in their books. Methods of calculation were also introduced. The teachers role i n this lesson was a central role as the main expert facilitator of the knowledge of profit and loss. Once the concepts had been given and discussed, students were directed to study in pairs on the computers by accessing an online lesson of profit and loss, which included an online quiz (Salbstein, 2001) to test student understanding of the concepts taught. This method is a type of information-processing method, whereby learners are presented with information and then asked to manipulate it, in this instance by quiz work, but also by re-wording learnt definitions and discussing concepts. According to Davies and Brant (2006, p. 121) this theory of learning is based on the idea that when learners learn new information is â€Å"processed and stored in the mind.† While this is suggested as an effective method for applied learning, this method is limiting because it treats all learners in the same way, disregarding individual preferences and learning styles. Another method, which is classic but limiting, is the method based on an understanding of learning as a behaviour that changes in response to environmental factors, such as positive reinforcement. This is Skinners behaviourist model. Learning based on this method suggests that each stage of learning be broken down into parts or steps and rewards given following successful completi on of each step. Davies and Brant (2006) suggest that this method is useful in teaching vocational and ICT-related tasks and skilled, but is limited because it does not provide a holistic view of learning and knowledge acquisition. The lesson outlined above, while presented in a comparatively limiting way, was not unsuccessful. This is because of the appeal of the ICT element in teaching, when students worked through the online tutorial. In evaluating the success of the lesson it was noted that students remained on task longer and were motivated to learn about the subject. ICT is an important and necessary element in career and work-related education when used to â€Å"complement teaching† (Jephcote and Abbott, 2005). ICT is more than merely a teaching tool and has the potential â€Å"empower† students by â€Å"liberat[ing] users from routine tasks† and also by making â€Å"accessible vast amounts of information† (Leask and Pachler, 1999, p. 4). In fact, current education policy in the UK stresses the importance of ICT in the classroom, simply because the increased use of technology â€Å"in all aspects of society makes confident, creative and productive use of ICT an essential skil l for lifeICT capability is fundamental to participation and engagement in modern society† (Department for Education and Employment and Qualifications and Curriculum Authority, 1999a, p. 1). As seen in the above lesson on profit and loss, students were able to locate further information in order to extend and consolidate their newly acquired knowledge of the subject being taught and were able to gain rapid and direct access to ideas and experiences from a wide range of people. In this case, the online tutorial was devised and designed by a teacher from another school. The results of this rather simply designed and planned lesson on profit and loss were positive and showed agreement with findings by Tomlinson (1981) who found that ICT increases motivation in students and increases their commitment to learning their subject. In fact, Tomlinson found that ICT enhanced the confidence and self-esteem of learners, as well as stimulating student determination to learn the subject, the amount of time spent on task, and the level of control over their own learning experience. All of these factors were seen in this lesson on profit and loss. But ICT is not just a beneficial tool for students, it is also a tool that the Qualified Teacher Standards expect teachers will use (Training and Development Agency for Schools, 2007) because it also â€Å"raises the profile† of teachers, makes teachers refresh their perspective on what they are teaching, and offers the potential for a variety of individual and group activities (Leask and Pachler, 1999, p. 5). Teachers should try to vary their teaching style as often as possible and exhibit â€Å"a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them† (Training and Development Agency for Schools, 2007, p. 8) Teachers should bring in new tools and new ways to present information, and giving students as many opportunities to learn facts and skills in a variety of ways (Davies and Brant, 2006, p. 142) and this is because within any given class a teacher will encounter students with various learn ing styles. For example, visual learners, who enjoy learning with pictures, graphs, artefacts and videos; auditory learners, who enjoy discussion and listening to tapes; and kinaesthetic learners, who enjoy simulations and role play. Ideally, a subject will be approached using all of these methods in the classroom. Moving away from the information processing models which are learning theories that tend to attract teacher-centred learning styles, there are the learning theories that are more student-centred, and these are called experiential learning theories. The theory underpinning this experiential model is one that stresses the relationship between experience and learning. Each individual student, it is theorised, has collected a range of experiences about a phenomenon and it is this range of experience that is called upon to introduce a new topic. Davies and Brant (1999) discuss Kolbs learning cycle and note that lessons informed by the experiential theory begin with student experience and examples instead of teacher-imparted principles and concepts. Kolbs learning cycle begins with the teacher calling on student experience as a way of introducing a new subject. Next students are encouraged to reflect on their experiences, to make generalisations from their experiences and, finally, to act on this new knowledge (Davies and Brant, 1999, p. 168). This theory of learning was implemented in a lesson on budgeting (Appendix II). This lesson aimed to introduce the concept of budgeting and the wide range of costs that might be involved in advertising and promoting a product (which the students had designed in a previous lesson). The learning activity was to plan a promotional event to advertise and promote their product to the public. Students were expected to investigate the costs involved, generate data and produce a projected budget for the event. The role of the teacher in this lesson was to motivate students to discuss their own experiences of budgeting before they began the learning activity. As such, the teacher led a discussion about students spending habits over a typical week. The leading questions were: a) What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? (Appendix II; Mark Your Challenge 2008). It was after this discussion that the actual lesson activity was introduced. Students were asked to investigate where money might be spent in organising a promotional event. The teacher introduced the idea that an effective budget means that one must have good and clear knowledge of where the money might be spent. Students were directed to use the Internet, newspapers and magazines in order to gain background information about what such organising such an event might demand and were asked to present their prospective budgetary conclusions in a format they chose. The lesson ended with group discussion following presentation of student-group findings. This lesson was particularly successful, as students responded confidently. The underlying theory behind this method is strikingly different to the information-imparting and information-processing theory that informed the lesson on profit and loss. Here, knowledge was not understood to be something that the teacher had and that the students did not have, but rather, that the students themselves already knew something about the subject and could further their knowledge with teacher-led guidance. This understanding of knowledge is social constructivist one. Some factors involved in understanding this approach is that learners are essentially being introduced to new ways of â€Å"interpreting the world that has been constructed by academic disciplines or communities of practice.† For these new ways to become meaningful, the students needs to actively construct or reconstruct the knowledge in their own way, and this usually occurs by linking new knowledge to the real world, and to some real context, so as to bridge the gap between what is considered â€Å"school knowledge† and â€Å"everyday knowledge† (Davies and Brant, 2006, p. p. 170). Moreover, students need to do this via dynamic and meaningful social interaction. In fact, it is not enough to simply provide access to the environment about which they are learning, that is, through work placement or even business-related simulations and role-plays, but through authentic interaction with teachers and othe r students, as well as with experts in the subject they are studying. It was Piaget (1968) who stressed the importance of social interaction, because when students participate in discussion with others – peers or experts – Piaget found that they become stimulated to express content in their own language. By re-evaluating content on their own terms and with their own language, they are able to further develop their understanding of the subject taught. It is this social interaction, that enables them to process information learnt and make sense of the subject in an dynamic way, using their own language to articulate and reformulate what they have learnt. In this way, they are not just mimicking concepts, definitions and strategies learnt in the classroom but integrating what they have learnt about knowledge already constructed by a particular community – in this case the business community – and the success of this occurs when learners have experienced posi tive interactions. This understanding of the learning process also links to into what is called the â€Å"zone of proximal development† (Vygotsky, 1978). This idea refers to the understanding that what we already know gives us â€Å"access† to things we do not yet know, so long as there is some help from a guiding expert. In the case of the lesson on budgeting, students already had some knowledge of money spent and the practical use of budgeting to make sure that money does not run out. From this personal knowledge, a teacher can guide learners towards more complex knowledge about a business situation. In evaluating the success of the lesson on budgeting, this social constructivist approach proved to be very useful. In conclusion then, and in light of the importance placed on teachers having â€Å"high expectations† of their students (Training and Development Agency for Schools, 2007, p. 7), when designing lessons informed by various pedagogical theories and curriculum expectations, teachers can foster successful learning outcomes when they integrate their own knowledge of pedagogy, curriculum and subject and their own beliefs and expectations about the teaching and learning experience to produce successful educational experiences. The teachers high expectations of students were met with both lessons discussed above: the lesson on profit and loss with key concepts being delivered and then students encouraged to approach the subject using ICT activities, but also the lesson on budgeting which encouraged students to use their own personal experiences as a way into the lesson. Both lessons met the high expectations the teacher had of the learners and both teachers and students participated i n a fully educational experience which fostered an environment of trust and a strong commitment to learning. Appendix I Lesson plan: Profit and Loss Learning intentions: To introduce the concept of profit and loss and the related concepts of revenue and costs. To introduce simple verbal definitions and a mathematical equation in order to calculate and use the ratios of gross and net profit to understand a companys profitability. Resources: Teachers guided worksheet, and Internet tutorial and quiz (Salbstein, 2001). 1/ Lesson content: INTRODUCTION Time: 5 mins. Teacher: Teaching role, teacher-led. Begin lesson with a story to introduce topic of class lesson an to engage student. The topic is the concept to be learnt – that of profit and loss – and why it is important for business. The story: A business person runs a company which produces mp3 players. These products are sold so that the company makes more money that what the company spends. When a company makes more money than what is spent, we call this profit. Ask the question: Why would profit be an important concept in business? Students give their answers. Teacher confirms: Profit is an important idea in business because it shows us whether a business is successful (Salbstein, 2001). 2/ Lesson content: DEFINITIONS Time: 10 mins Teacher: Teaching role, teacher-led. Introduce key definitions and mathematical equations: Profit, Gross Profit, Net Profit, Revenue, Cost, Ratios. 3/ Lesson content: MAIN PART OF LESSON Time 35 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students now go to computers to proceed in pairs to complete an online tutorial on Profit and Loss Accounts (Salbstein, 2001). Each student pair is asked to check, compare and rewrite the definitions given by the teacher earlier with definitions given in the tutorial. Students complete the challenge quiz – record answers and and any concepts or ideas to be clarified. 4/ Lesson content: CONCLUSION Time: 10 mins Teacher: Teaching role, teacher-led. Student: group discussion activity. Students are asked how they well the participated in the online quiz and which questions they found challenging or sought clarification about. Students were asked if they reworked the definitions of issued at the beginning of class and asked to consolidate their ideas about why profit is important in business. Appendix II Lesson plan: Understanding budgeting. [This lesson plan is devised from, with slight adaptations, from the Mark Your Challenge 2008 Money Matters Lesson Plan]. Learning intentions: To introduce the concept of budgeting and to understand the variety of costs involved in planning a promotional event to market a student-devised product. Learning activity: To plan a promotional event to market a student-devised product and investigate the overall costs involved. To produce a budget for the project. Resources: Internet, teachers notes, personal experience. 1/ Lesson content: INTRODUCTION Time: 10 mins. Teacher: Teaching role, teacher-led. Student discussion activity. Begin lesson with a discussion about students general spending within a given week. Leading questions: What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money? Students respond with their own knowledge based on personal experience. 2/ Lesson content: MAIN PART OF LESSON Time: 40 mins Teacher: Teaching role, teacher-led. Student group work. Teacher introduces learning activity. Students meet in groups to discuss the planned event and potential costs that might be incurred. Students are encouraged to think about all the ways in which money might be spent and to organise expenses into main areas of expenditure. Students are asked to present their data in their own format. 3/ Lesson content: CONCLUSION Time 10 mins. Teacher: Teaching role, guide. Student: In pairs, computer activity, student-led. Students present and discuss their findings and compare to other group findings. Students are encouraged to question their results and data and to compare and contrast differences with other groups. Bibliography Capel, S., et al. 2001. Learning to Teach in the Secondary School: A Companion to the School Experience. 4th Edition. London: RoutledgeFarmer. Cohen, L., et al., 2005. A Guide to Teaching Practice. New York: Routledge. Davies, P., and Brant, J., 2006. Business, Economics and Enterprise. London: Routledge. Department for Children, School and Family. 2008. 14-19 Reform [online]. Available from: http://www.teachernet.gov.uk/teachingandlearning/14to19. [Accessed: 2 January 2009]. Department for Education and Employment and Qualifications and Curriculum Authority, 1999a, Information and communication technology. London. [online] Available from: http://curriculum.qca.org.uk/ [Accessed: 2 January 2009]. Department for Education and Employment and Qualifications and Curriculum Authority, 1999b, Personal, social, health and economic education. London. [online] Available from: http://curriculum.qca.org.uk/ [Accessed: 2 January 2009]. Department for Education and Skills. 2006. An Integrated Approach to Teaching Key Skills in Business Studies and Information Technology – Case Studies. London: Learning and Skills Network. Dickinson, C., 2000. Effective Learning Activities. 2nd edition. Edinburgh:Network Educational Press Ltd. Fox, D., 1983. â€Å"Personal theories of teaching.† in Studies in Higher Education, 8(2), pp.151-163. Hammond, M., 2005. Next Steps in Teaching. New York: Routledge. Huddleston, P., and Oh, S.A., 2004. â€Å"The Magic Roundabout: Work-Related Learning within the 14-19 Curriculum.† in Oxford Review of Education, Vol. 30, No. 1, pp. 83-103. [online] Available from: http://www.jstor.org/stable/4127153. [Accessed: 2 January 2009]. Jephcote, M and Abbott, I., 2005. Teaching Business Education 14-19. London: David Fulton Publishers. Kelly, R., 2005. 14-19 Education and Skills White Paper. [online]. http://www.everychildmatters.gov.uk/_files/5E0841E69802CE6141F82801BC9F9BD6.pdf.[Accessed: 2 January 2009]. Kyriacou, K., 2001. Essential Teaching Skills. Cheltenham: Nelson Thornes. Leask, M., and Pachler, N., 1999. Learning to Teach Using ICT in the Secondary School. London: Routledge. Mark Your Challenge 2008. Money Matters Lesson Plan 2008. [online] Available from: http://www.tes.co.uk/article.aspx?storycode=3002443. [Accessed: 2 January 2008]. Piaget, J., 1968. Six Psychological Studies. London: London University Press. Salbstein, D., 2001. Profit and Loss Accounts. [online] Available from: http://www.teachnet-lab.org/london/dsalbstein/profit/index.htm. [Accessed: 2 January 2009]. Tomlinson, P. D., 1981. Understanding Teaching: Interactive Educational Psychology. London: McGraw-Hill. Training and Development Agency for Schools, 2007, â€Å"Professional Standards for Teachers: Qualified Teacher Status,† [online] Available from: http://www.tda.gov.uk/standards, [Accessed: 15 December 2008]. Vygotsky, L., 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Wood, D., 1997. How Children Think and Learn. London: Blackwell.

Hackers Essay -- Hacking Computers Technology Security Essays

Hackers It is the weekend you have nothing to do so you decide to play around on your computer . You turn it and than start up , calling people with your modem , conneciting to another world with people. This is all fine but what happens when you start getting into other people’s computer files , then it becomes a crime and who are the criminals. To begin i will start with hacking and hackers. Hacking is the act of breaking into computers and network of other poeple’s with out any permission . Hacking is like drugs or any other substance , its an addiction for the mind and once started it is diffucult to stop . Hacker is a person who enjoy learning details of a programming language or system , who tries to break into computer systems .There is two types of hackers. On is the benign hackers , who likes get into his or her own computer and understand how it works . The malicious hackers is the person who likes getting into other people’s system . Black hat is used to discribe a hacker who break into a computer system or network with malicious intent . Unlike white hat , the black hat takes advantage of the break in perhaps destroying files or stealing data for some future purpose. White hat hackers describes a hacker who identifies a security weakness in a computer system or network but instead of taking malicious advantage of it . They will allow the system‘s owners to fix it before can be taken advantage by others . But U.S law does not see differences between black hat hacker and white hat hacker. Many of the poeple in our society today often think that computer hackers are very smart individuals who have special talents and abilities and enabiling them to crack passwords , send viruses , cancel your cable tv , raid your social security and crash computer systems. Most people in our society do not spend the time to break into computer systems but all studies indicate that hackers are genarlly young and not haave full time jobs or own property kaygusuz2 They have so much time and energy to break into computers. Hackers learn hacking from reading different kind of computer books , they find many available tools on the internet , they spend so much time on the computer to learn the techniques of hacking . Some of the hackers hack for to gain highest pre... ...entality work and their lifestyle and also goverment regulations against these smart indivuduals. à nformation security professions must be more visible in a way that get children before the hackers community gets them . They get together to teach parents and schools and also they must teach children about hacking and hackers before somebody else does. And also goverment takes to find a way to stop hackers. If the goverment does not hurry up they are going to get buried by hackers and when that happens the world will not be a fun places to live in and aslo the cyberspace WORKS CITED Cert Coordination Center Computer Crime in today’s Society Retrieved: November 10, 2000 from the World Wide Web: http:// www.cert.org// Choas Computer Club ( januvary 05 , 1995 ) Hacker Bible The New Hackers Dictionary ( online education ) Retrieved November 10 , 2000 from the Worl Wide Web A non-technical artical from business web zine about Distrbuted Denial Service Attacks: http://www.cert.org/advisories /Ca-99-17-denial-of-service-tools.html Tool from the FBI’s National Infrastructure Protection Center : http://www.nipc.gov/

John Keats’ To Autumn and Percy Bysshe Shelley’s Ode to the West Wind E

John Keats’ To Autumn and Percy Bysshe Shelley’s Ode to the West Wind Even though both John Keats’s â€Å"To Autumn† and Percy Bysshe Shelley’s â€Å"Ode to the West Wind† are about the same season, they are very dissimilar. Keats’s poem concentrates on the creating power of autumn, and makes it seem a gentle season, while in Shelley’s poem death is a repeating image, and shows autumn’s destroying power. In â€Å"To Autumn†, Keats uses three stanzas of eleven lines each. The first seven lines of each stanza follow an ABABCDE rhyme-scheme. The remaining four lines of the first stanza follow a rhyme-scheme that is different from the other two stanzas. The first stanza has DCCE and the other two have CDDE. Some lines in the poem are indented, whereas others are not. Numbering the not indented lines 1, the lines with one extra spacing 2, and the lines with two extra spaces 3, the indenting of the lines follows exactly the same pattern as the rhyme-scheme, namely 1212-123-2113 for the first stanza, and 1212-123-1223 for the other stanzas. Shelley’s stanzas are composed of four interlinking triplets, following the principle of terza rima, and one couplet. The stanzas have ABA BCB CDC DED EE rhyme-scheme. Both poems have alliteration to emphasize the quality of the season: â€Å"Season of mists and mellow fruitfulness† shows the kind nature of Keats’s autumn, while â€Å"O wild West Wind, thou breath of Autumns being† shows the powerful character of Shelley’s autumn. The first stanza of â€Å"To Autumn† describes the way in which autumn is able to support life. On the one hand, its about ripeness as things grow older as the year is approaches its end, and helped by the â€Å"maturing sun† (l. 2), autumn has to â€Å"fill all fruits with ripeness to t... ...ally a form of hibernation. In â€Å"Ode to the West Wind†, death is a recurrent theme, but death is also mentioned in â€Å"To Autumn†. In Keats’s poem, however, it is clear that the creative power of autumn dominates the references to death. In â€Å"Ode to the West Wind†, the autumn is not only the brutal power it seemed to be at first: according to Shelley, autumn also has the ability to preserve life, by letting it die symbolically first. All in all, both poems show that autumn has a number of different facets, and it cannot be described by one or the other, but all. Works Cited: Keats, John. Ode to Autumn. The Norton Anthology of English Lit. Ed. M. H. Abrams, et al. 7th ed. Vol 2. New York: Norton, 2000. Shelley, Percy B. "Ode to the West Wind." The Oxford Anthology of English Literature. Ed. Frank Kermode and John Hollander, New York: Oxford UP, 1973.

Free Essays - Importance of the Houses in The Awakening :: Chopin Awakening Essays

Importance of the Houses in The Awakening In Kate Chopin's novel The Awakening, Edna's two different houses symbolize her life greatly. Her first house, the mansion of which she shared with her husband, symbolized her life before she started to awaken and realize the kind of life she was in. Her second house, the pigeon house of which she lived in alone, shows her life after she starts to awaken and realize what is going on with her life and that she was not happy before. These two houses show very strong meaning of a before and after of her awakening. As the novel starts out Edna is a housewife to her husband, Mr. Pontellier, and is not necessarily unhappy or depressed but knows something is missing. Her husband does not treat her well. "...looking at his wife as one looks at a valuable piece of personal property which has suffered some damage." She is nothing but a piece of property to him; he has no true feelings for her and wants her for the sole purpose of withholding his reputation. "He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother's place to look after children, whose on earth was it?" Mr. Pontellier constantly brings her down for his own satisfaction not caring at all how if affects Edna. Unfortunately Edna has no clue that she is being treated so poorly in the beginning of this story. With Mr. Pontellier being absent from home so often she finds plenty of time to spend with Robert. Through the whole summer she does not realize the feelings she is developing for Robert and only sees him as a friend. She enjoys spending all of her free time with him and gets along with him much better than her husband. It is not until she is back home and Robert leaves for Mexico that she starts to "awaken" and realize her true feelings not just for Robert but also for life in general. At first Edna only misses Robert greatly and wonders why he never writes her like he promised he would. She does get to read letters in which Robert has sent others instead of her. Free Essays - Importance of the Houses in The Awakening :: Chopin Awakening Essays Importance of the Houses in The Awakening In Kate Chopin's novel The Awakening, Edna's two different houses symbolize her life greatly. Her first house, the mansion of which she shared with her husband, symbolized her life before she started to awaken and realize the kind of life she was in. Her second house, the pigeon house of which she lived in alone, shows her life after she starts to awaken and realize what is going on with her life and that she was not happy before. These two houses show very strong meaning of a before and after of her awakening. As the novel starts out Edna is a housewife to her husband, Mr. Pontellier, and is not necessarily unhappy or depressed but knows something is missing. Her husband does not treat her well. "...looking at his wife as one looks at a valuable piece of personal property which has suffered some damage." She is nothing but a piece of property to him; he has no true feelings for her and wants her for the sole purpose of withholding his reputation. "He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother's place to look after children, whose on earth was it?" Mr. Pontellier constantly brings her down for his own satisfaction not caring at all how if affects Edna. Unfortunately Edna has no clue that she is being treated so poorly in the beginning of this story. With Mr. Pontellier being absent from home so often she finds plenty of time to spend with Robert. Through the whole summer she does not realize the feelings she is developing for Robert and only sees him as a friend. She enjoys spending all of her free time with him and gets along with him much better than her husband. It is not until she is back home and Robert leaves for Mexico that she starts to "awaken" and realize her true feelings not just for Robert but also for life in general. At first Edna only misses Robert greatly and wonders why he never writes her like he promised he would. She does get to read letters in which Robert has sent others instead of her.

Lean Manufacturing

IntroductionLean manufacturing is the production of goods through an approach which aims at reducing waste material while channeling them to useful activities. Lean manufacturing focuses on using less human and machinery effort, less manufacturing space and less time to produce and develop new products while producing less waste material.   The concept of lean manufacturing focuses on three major aspects which include improvement of quality of products and production time and also cost reduction. Other aspects of lean manufacturing have been established which emphasize on improving the smoothness of work and in effect leading to waste reduction. Lean implementation’s main goal is to get the right things at the appropriate place, at the required time in the correct quantity so as to attain good products while reducing wastes. Lean techniques are implemented to make work easier to understand and to perform. (Field, W. M. 2001).The concept of lean production requires that the p roducts produced must meet the customers’ needs at the specific time by understand the activities required and optimizing them to complete the process from the customers view. The aim of lean manufacturing is to eliminate waste material in all aspects of production which includes factory management, customer relations and design in this concept, waste material is considered as anything that the customer is unwilling to pay for. Lean techniques are concepts designed to reduce waste products and achieve an efficient production system.Lean techniques help industries to improve performers, productivity, reduce cost and improve the value of the company. A lean manufacturing system requires the use of correct resources and tools to attain the main goals of lean production. Lean techniques are designed in a product aligned manner where production is based on a one piece flow system in which production is in a continuous flow. Lean techniques require a continuous improvement of proce sses services and products over a period of time with the aim of reducing waste, improving product performance and customers’ satisfaction. The main goal of lean technique is to eliminate waste in every aspect of production including factory management, product designs and supplier system. Incorporation of less human effort and less time to develop the products has led to achieve this goal.A range of quality/lean improvement techniques related to the study of Industrial problems.Industries and companies are both using this methods and the six stigma method to reduce waste, increase speed while at the same time providing defect and variation reduction, using this tools together has help a great deal in achieving the benefits and reducing production of wastes. Lean Six Sigma is an improvement technique which helps to attain maximum improvement in customer satisfaction, cost reduction, quality improvement and speedy processing.Lean techniques help in stigma so as to maintenance tools, materials and personnel in a proper manner so as to minimize waste and to increase speed. The lean six stigma techniques are also provided for improvement of the information technology, and human resource department of the company. In this method, company practices such as having and framing new employees can be minimize when speeding is increased and non value adding activities are removed and also when waste is eliminated. The lean six methods assist in keeping the focus of the industry on the two goals. Through this commercialization process of the company is made efficient by delivering within the shortest time new capable products and services to the market.Lean improvement techniques are focused on the main goal which is to identity the value of an industry. After identifying the value, they work to create the value in steps which minimize the amount of waste created. To achieve this, they need to standardize and regulate working practices and at the same time clear up the workplace. 5s is a methodology of cleaning up and organizing the workplace which originated from Japan.This technique emphasizes more on how to achieve and maintain cleanliness and visual orderliness at the workplace. In this methodology, companies are required to remove unnecessary items from the workplace and organize it, to make it easier for employees to perform their tasks in a clean and orderly working environment. 5s usually can be translated into sort, set in order, shine, standardize and sustain. Sort refers to remove unnecessary tools and items from the workplace and identifying the most needed tools to perform the tasks.Set in order, ensures that tools and materials are arranged in a manner which is easier for the employees to access. Finally sustain ensures that 5s method is assimilated in the organization culture. To ensure this is adhered to by all employees, their performance is measured and they are informed of their progress routinely. The main benefit of this m ethod is that it keeps the workplace orderly and clean. As a result, efficiency is improved by reducing time take to search for tools by reducing inventory and cycle of production time. (Hobbs, D. P. 2003).Total productive maintenance (TPM) is a lean technique which focuses on incorporating all functions and categories of an organization so as to improve the efficiency and effectiveness of their production process. Its main aim is to reduce accidents and mistake made during operation and production. It is a technique which aims at preventing maintenance breakdowns, eliminating product defects and designing tools and materials which require less maintenance. Cellular manufacturing also referred to as one-piece flow system, supports a smooth flow of materials, where equipments are arranged in an aligned procedure so as to reduce transport delays. By using this technique, the production capacity of an industry can be increased by adding more production units. (Dennis, P. 2002).The conc ept that â€Å"Lean† has on economic aspirations of developed and developing countriesLean manufacturing which is described as a system to eliminate waste and improve productivity, is the answer to eliminate the problem of jobless people in these countries. Lean manufacturing technique must be aligned appropriately at all production levels so as to improve the economy of these countries. Developing countries have discovered lean manufacturing techniques are effective in reducing costs and waste by increasing their workforce, so as to have a one piece flow system.These countries must reduce costs at all levels by challenging all their activities to establish whether the activities add value to the customers. This way, they can eliminate business processes which do not add value to the customer or benefit the industry. They should focus their attention more by determining why a certain operation must be used. Preventing production defects is more profitable than fixing it. Ther efore, removing all non-value added activities is more beneficial to the company, and in the long run, improves the economy of these countries. (Conner, G. 2001).By identifying activities which provide more value to the customer, companies will be able to reduce costs, reduce the time required to achieve a product and also improve the quality of their products. Use of lean manufacturing in developing countries ensures flexibility and one- piece flow production which leads to production of goods which are best suited for the customers needs by meeting the delivery time at a reduced cost. This enables the countries to expand their internal market by reducing costs. Having a customers’ based focus, is a technique which has enabled industries to focus on customers input and feedback to ensure customers satisfaction and so promotes the sales.Physical and Socio – economic impact of Lean on resources and pollutionWhile lean manufacturing techniques focus mainly on reducing wa ste and eliminating non-value added activities in their production system, they also assume practices which help in improving environmental performance. Through this, they are able to focus on the environment and related resources by reducing pollution. Industries are directing their attention to lean manufacturing so as to reduce cost and production requirement resource, to improve their product quality and enhance customer satisfaction and responsiveness so as to boost the company’s profits. The main goal of lean technique is to eliminate waste in every aspect of production including factory management, product designs and supplier system. Incorporation of less human effort and less time to develop the products has led to achieve this goal.Industries engage in lean techniques which focus more on production efficiency and improving production of resources. Doing this results to, using less material, using less energy, and in effect, producing less waste. This culture in turn benefits the environment, in the sense that industries train their employees to focus on environmental friendly practices so as to reduce waste production and prevent pollution.Lean methods have established continual improvement based waste elimination techniques which lead to improvement in environmental performance. Research studies have shown that lean techniques focus on environmental management tools which include, life –cycle and tools implemented to reduce the environmental risks and pollution. Decreasing the material used during production especially water, chemicals, energy and other inputs, reduces chance of producing more waste during manufacturing and thus less waste is channeled into the environment. The continual improvement techniques used by industries enables them to identify and remove waste materials during the production process. (Taghizadegan, S. 2006).ConclusionLean manufacturing techniques have been implemented so as to provide customers with a range o f higher quality products at lower prices through many different sales channels. Lean manufacturing focuses on using less human and machinery effort, less manufacturing space and less time to produce and develop new products while producing less waste material.   The concept of lean manufacturing focuses on three major aspects which include improvement of quality of products and production time and also cost reduction. Other aspects of lean manufacturing have been established which emphasize on improving the smoothness of work and in effect leading to waste reduction. Lean implementation’s main goal is to get the right things at the appropriate place, at the required time in the correct quantity so as to attain good products while reducing wastes.Lean techniques are implemented to make work easier to understand and to perform. The concept of lean production that the products produced must meet the customer needs at the specific time by understand the activities required and optimizing them to complete the process from the customers view. The aim of lean manufacturing is to eliminate waste material in all aspects of production which includes factory management, customer relations and design in this concept, waste material is considered as anything that the customer is unwilling to pay for. Lean techniques are concepts designed to reduce waste products and achieve an efficient production system.ReferencesConner, G. (2001). Lean Manufacturing for the Small Shop. SME.Dennis, P. (2002). Lean Production Simplified. Productivity Press.Field, W. M. (2001). Lean Manufacturing. CRC Press.Hobbs, D. P. (2003). Lean Manufacturing Implementation. J. Ross Publishing.Taghizadegan, S. (2006). Essentials of Lean Six Sigma. Academic Press.