Information Systems Technolog Essay

Information systems technology changes and the well-managed implementation thereof can indeed be such a difficult undertaking for organizations. Though the adaptability of the employees and the management – and oftentimes, the customers as well – largely vary from one industry to another, it does remain that the shift from the old ways to the new ones is not always a welcomed development. The lessons that can be learned from the case of the Workers’ Compensation Board (WCB), as cited by the Bert Painter, are as well applicable to other companies that have similarly transformed their information systems into advanced and more efficient ones. One of the advantages afforded by better information systems is increased productivity in the workplace, which usually translates to higher income levels for the company. Not all functions, though, can be reduced to formulas and technical processes – like those of Claims Officers in WCB. But putting aside the tasks that thrive on the personal touch, creativity and imagination, as well as duties that require the exercise of judgment and the use subjective discernment, there will definitely be big changes in the entire organization. Information systems technology changes are commonly sought by management as a way to reduce wastage in terms of company resources and manpower hours, based on the accumulated employee hours devoted to such outmoded routines as sending via fax the same sheets to a number of customers. However, systems upgrading should always go with adequate change management, as cited by Bert Painter. This way, heightened efficiency at work will be achieved without causing any employee to feel displaced and demoted. The complication that goes with replacing the information and network system of a company should not be underestimated. It definitely brings in a lot of equally awkward and uneasy consequences – the necessary trainings for the employees, the shortcomings of the systems and the employees’ reactions thereto, and the removal from the organizational chart of job posts that are hence rendered useless. These issues have to be properly handled. As Prof. Khalifa has written, high-technology solutions usually are not welcomed as positive developments by people who are prone to be adverse to change. Thus, managing change involves leading the people in the organization to overcome the natural inertia that makes change not easy to implement. There are lessons, too, that Bert Painter did not so much dwell on. For one, it must be understood that the setting up of the company’s improved systems by itself will not boost the revenues generated and will not endear the company to its customers. The same improved systems also will not help the company win the loyalty of its employees. Thus, the interrelationships of people within the organization must not tend toward becoming less personal, not even if more and more old routines that used to foster camaraderie among them are becoming obsolete. Furthermore, there are alignment difficulties that will have to be dealt with during the critical learning stage. In the case of WCB, some of them already have taken form. In such a situation, it is important that professional Information Technology (IT) groups with impressive track records be tapped to address the company’s needs throughout the transition phase. It will entail costs to avail of their services, but it will save the company from losing more in terms of adverse consequences of a poorly managed transition. Without a doubt, the successful upgrading of information systems will, in the end, turn out to be the right move. Work Cited Khalifa, Mohamed. Introduction: Evolving Role of IT. Khalifa, Mohamed. Fundamentals of E-Business.

Importance of Talking for Teachers and Childrens Learning

This survey will be based in C Infant School, a Leicester interior metropolis school. Most of the observations will come from a twelvemonth 2 category. This school is a really big baby school which is really culturally diverse, with huge differences in abilities amongst the kids. A Talk is considered to be important for larning, non merely for kids but for instructors also.A This assignment will be looking at the importance of talk for kids ‘s apprehension of the universe and besides the importance of talk for instructors to understand kids. This assignment will look at what different theoreticians have to state about the function of talk for acquisition and so expression at my survey and findings to see if there are any links to the literature.ALiterature ReviewThere is a scope of grounds carried out by research workers which look at talk for acquisition. Myhill et Al ( 2006 ) believes that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors. Their survey focused on the issues environing oppugning kids and believed that this is the most important function of talk for acquisition. This survey was called the TALK undertaking and this undertaking looked into the different types of questioning.A The instructors who participated in the TALK undertaking saw oppugning to be more about scaffolding acquisition and non so much about commanding the lesson content. They felt that oppugning encouraged kids and allowed instructors to supervise what kids understood. It besides gave chances to kids to rehearse thoughts and develop their thought. The Talk undertaking showed that instructors use different types of oppugning schemes. The instructors cardinal positions on oppugning were that oppugning is a manner of affecting kids, unfastened inquiries are superior to closed inquiries, good inquiries are the tools of the trade for effectual instruction and the best inquiries facilitate acquisition and thought ( Myhill et al. , 2006 ) . Evidence from the TALK undertaking showed that a individual lesson might incorporate short explosions of factual oppugning to get down the session and so travel on to inquiring inquiries to look into apprehension. Types of oppugning differed depending on cont ent, context and age of kids. This undertaking showed that comparing one type of inquiry to another does non assist judge how appropriate or effectual the inquiry may be in relation to the context, but raised the inquiry that is factual oppugning overused? Besides, how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from kids. A Besides back uping Myhill et Al is Tough ( 1977b as cited from Moyles, 1989 ) . Tough stated that certain types of inquiring is indispensable to advance kids ‘s thought. A Agring with Tough ( 1977b as cited from Moyles, 1989 ) is Aschner ( 1961 as cited in Gall, 1970 ) who claimed that inquiring inquiries is one of the basic ways by which the instructor stimulates an person ‘s thought and learning.A Barnes ( 2008 ) nevertheless, found oppugning in learning a two manner procedure. He believed that in order to increase the usage of acquisition, kids should besides be oppugning their instructor every bit good as themselves. This sets thoughts in their heads which are more likely to hold a longer permanent consequence on their memories.A Wegerif and Dawes ( 2004 ) agreed that oppugning was a good beginning for increasing talk. They found students believing and acquisition was higher when it involved instructors promoting treatment after every inquiry. Mercer and Dawes ( 2008 ) believe that kids are encouraged to speak and hold more clip to believe about an reply before showing it. Scrimshaw ( 1997 ) argued that kids do non cognize how to transport on a treatment due to put land regulations ( in Mercer and Dawes, 2008 ) .A There has been research which illustrates that talk differs in conformity to the country of course of study being taught. In numeracy there is a greater opportunity of factual inquiries being asked, whereas in literacy there are more unfastened inquiries which can be asked. This is because numeracy consists of a set reply. Nonetheless, in 1999 the DfEE found that talk can be encouraged in acquiring kids to explicate how they reached their replies in numeracy ( Myhill et al, 2006 ) . Keogh and Naylor ( 2007 ) found the best manner of promoting talk in scientific discipline is through reasoning, discoursing and researching, ignoring land regulations. Furthermore, it is of import to hold land regulations for talk because this maintains societal order and the instructors ‘ duty to maintain talk â€Å" curriculum-relevant † ( Mercer and Dawes, 2008 ) .A Alexander ( 2008 ) believes effectual acquisition is achieved if instruction is linked to a kid ‘s society values and through forming relationships. Evidence on this research focused on talk for larning in different civilizations and their different results. Harmonizing to Alexander, ( 2008 ) talk is a ‘skill that the pupil acquires instead than something that pupils and instructors together do in order to larn ‘ . It was made clear in this survey that talk is non merely merely a conversation between two individuals but besides about human dealingss. Alexander ( 2008 ) suggests, if the relationship between instructor and pupils is excessively formal ( teacher bases and pupil listens ) this has an consequence on schoolroom talk. Whereas, if a instructor sits with the kids who are positioned in a manner they can see each other, perchance set uping tabular arraies in a â€Å" horseshoe or square form † so speak can be achieved more efficaciously. The kids are so able to listen to each other every bit good as think from their equals positions in relation to whole category acquisition. ( Alexander, 2008 ) A Piaget ( 1967 ) was a review of many other theoreticians working in this field nevertheless, he agreed with Alexander ( 2008 ) to some extent. He argued that although kids being straight involved with talk was of import it was non cardinal to his chief findings. A kid learns by detecting, absorbing and building thoughts about what they hear and visualise around them. This is more of a â€Å" constructive procedure † ( Mercer and Littleton, 2008 ) . He believed it is more effectual for kids to speak to each other in groups instead than an adult/teacher. This is due to experiencing a sense of similarity and equality amongst other kids, whereas, kids might experience threatened to discourse their positions with an authoritative/powerful figure such as an adult.A Doise at Al ( 1981 ) had similar findings which show group work being more effectual than single work. When kids come into contact with other kids with different positions this allows and encourages the kids to re-examine their ain initial thoughts. This can so take to possible acknowledgment of a higher order solution that resolves the struggle ( in Mercer and Littleton, 2008 ) . Furthermore, Geekie et Al ( 1999 ) found that every bit good as kids being straight involved with more knowing persons, these persons should move as function theoretical accounts. They should believe aloud when speaking to kids to assist heighten their acquisition ( in Waugh and Jolliffe, 2008 ) .A A A A A Although Vygotsky ( 1978 ) agreed on Piaget ‘s position of larning being a constructive procedure he gave more accent to societal interaction and acknowledged this as being the â€Å" nucleus development procedure † ( Mercer and Littleton, 2008 ) . His theory explained that all persons have a Zone of Proximal Development which describes the difference between what a kid can achieve and when their acquisition is supported and besides what they can achieve when larning independently. Harmonizing to Paiget talk for acquisition was more effectual during equal interaction between kids of a similar ZPD. However, Vygotsky argued that the interaction between the â€Å" more and less knowing † encouraged the function of speaking. ( Mercer and Littleton, 2008 ) .A A survey by Barnes ( 2008 ) found that the most of import facet of a kid ‘s ability to larn through talk is by building new thoughts in relation to what they already know. By â€Å" seeking out † new ways through talk frequently builds on kids ‘s apprehension of the universe ( Barnes, 2008 ) . This links to what Bruner ( 1961 ) believed which is kids learn through detecting things for themselves. Although Bruner thought active duologue is an of import portion of larning he focused more on the usage of memory. Children are able to get new cognition and understanding with the aid of old cognition stored in their memories. In order for kids to absorb information their acquisition should be simplified which they can retrieve and remember when obtaining new cognition. This is what Bruner referred to as the preservation of memory. Bruner believed the function of talk for acquisition was an of import dependent on kids ‘s handiness for linguistic communication used i n the schoolroom, which would subsequently make up one's mind on their preservation of memory.AMethods and procedureTo get down with I felt it was of import to detect how my wise man facilitates talk in the schoolroom in order for me to make the same. I decided to detect my wise man in both literacy and maths to see the different ways my wise man facilitated talk. Across two literacy Sessionss ( appendix 1 ) , my wise man asked the kids many unfastened inquiries, but alternatively of replying straight off they were told to ‘talk to your spouse†¦ ‘ to discourse what the possible replies could be. There was a batch of mated talk during the whole category debut which chiefly occurred after my wise man asked a inquiry. During the chief activity the kids were given inquiries to discourse and speak about and were informed to speak to their equals on their tabular array to discourse and portion their thoughts with each other. They were besides told that at the terminal my wise man would travel about and listen to what ideas each group has come up with to portion with the category as a whole. During the chief activity my wise man went around the little groups merely listening to treatments and merely intervened to widen their ideas and replies. Having observed those two Sessionss it was clear to see that my wise man facilitated talk a batch throughout the lessons, giving clip for kids to discourse thoughts and replies. This was done in many ways from discoursing inquiries and replies in braces, little groups and as a whole category. It is of import to state that talk was ever encouraged after inquiring a inquiry ( normally open ) . This was besides the instance in the two maths Sessionss I observed ( appendix 2 ) . My wise man asked inquiries which could merely hold one correct reply but still encouraged the kids to work with their spouses to work out the replies. Open inquiries were besides asked to see how kids work out the replies, ‘what do I necessitate to make? ‘ It was besides of import to detect my two focal point kids, Dylan and Dhrumil to see how they interact during mated talk, little group treatments and whole category treatments. While I was sharing a book with Dylan ( appendix 3 ) I found he tended to associate parts of the narrative to his personal experiences and talked a batch about his personal experiences. When I asked some closed inquiries Dylan would answer with a yes or no but ever extended the replies by stating me why. During an R.E session ( appendix 4 ) I asked the category a inquiry, ‘what is your particular topographic point? ‘ and each kid had to state me what their particular topographic point was. I found that Dhrumil answered with merely saying a topographic point and Dylan stated his particular topographic point and besides said why. After detecting both kids it became clear that although Dylan was able to reply inquiries and widen them by giving inside informations and saying why, Dhrumil would be given to give an reply without widening it. Therefore, this led me to inquire more unfastened inquiries or inquire farther inquiries in the lessons I planned and taught in order to larn more about him and his understanding. The observations of my wise man ‘s instruction and planning helped me to compose up my ain programs. Differentiated activities harmonizing to group abilities, doing lessons every bit active as possible and encouraging kids ‘s thought through oppugning were all taken into consideration. I wanted to seek easing more elaborate talk and treatments as this was more fruitful cognition to assist me understand the kid and their thought. As a consequence, I made certain I asked a batch of unfastened ended inquiries and ever asked inquiries to widen their thoughts and ideas. I decided to make this in the same method as my wise man, holding kids work in braces, groups and whole class. Although I did this for most Sessionss I decided to concentrate on easing talk during the maths Sessionss. I asked a batch of inquiries to happen out what they ab initio know ( appendix 5 ) , ‘how could we mensurate†¦ ? I asked inquiries to see what they understood ( appendix 6 and 7 ) , ‘what have you found out? Why have you put this object in this portion of the diagram? ‘ I asked many different types of inquiries during the maths Sessionss, as normally mathematical inquiries tend to hold one consecutive factual reply. I asked different types of inquiries as it would assist me understand what the kids already know, why they have done something, how they worked the reply out. It besides helps me to set up any misconceptions the kids may hold and assist me to place kids who have grasped a construct and those who may non hold. Furthermore it helps me to measure the kids ‘s cognition and apprehension and this information is important is this will steer me t o be after harmonizing to kids ‘s learning.Analysis and reading of evidenceAfter looking at different theoreticians ‘ stance on talk for acquisition and my ain findings, it is clear to see that oppugning plays a cardinal function in teachers/adults larning and apprehension of kids. This is apparent in two of my numeracy lesson ratings ( appendix 9 ) . In both these ratings it states how inquiring helped me to place kids who had troubles and kids who were more than able. It is besides apparent to see that oppugning plays a cardinal function in kids ‘s acquisition and apprehension ( appendix 10 ) . In this rating it states that oppugning helped develop the kids ‘s thoughts. Therefore, this links and supports Myhill et Al ‘s ( 2006 ) belief that the teacher- student talk enhances acquisition and kids learn by being asked inquiries by their instructors furthermore that oppugning kids is important in the function of talk for learning. To advance talk in the category I was based in, I made certain I asked inquiries which helped me understand what the kids have done, how they have done it and why. This is apparent in the maths and literacy Sessionss ( see appendix 5, 6, 7 and 8 ) . I asked different types of inquiries during the session, inquiries which required callback of the old Sessionss, inquiries to happen out what they thought and their ain positions, inquiries which required them to give sentiments and satiate why and inquiries to widen their thought. All these different types of inquiries were asked so I could understand the kids better. Learn more approximately them as persons and besides see them develop new thoughts. Once one kid gives a response to a inquiry it normally stimulated others to give their thoughts including new thoughts. This was good as it promoted originative thought, therefore associating with Aschner ( 1961 as cited in Gall, 1970 ) , who claimed that inquiring inquiries is one of the ba sic ways by which the instructor stimulates an person ‘s thought and learning. Furthermore, as these were normally unfastened inquiries the kids had the freedom to state what they wanted without the fright of giving a incorrect reply. Normally when kids are asked inquiries which require consecutive replies, I found that in some instances they would either be loath to reply, which could propose fright of being incorrect or they would merely take random conjectures. This so links in good with many of the theoreticians, Tough ( 1977 as cited from Moyles, 1989 ) who said about certain types of oppugning being indispensable for kids ‘s acquisition. It was of import to advance talk to measure and measure them as persons and besides program for patterned advance. Although unfastened inquiries were utile in acquiring a scope of different thoughts and replies, sometimes I needed to inquire inquiries which required a right reply, so a specific reply. This was the instance in certain maths Sessionss ( appendix 5 and 6 ) . Asking closed inquiries helped me understand if the kids understood or knew the reply. If an incorrect reply was given I found inquiring how they worked the reply out helped in placing if their methods were wrong which in bend resulted in the incorrect reply or if their methods were right but the reply was wrong due to small errors and mistakes. Therefore inquiring both opened and closed inquiries are really of import as it would merely do me more cognizant of what the kid understands, what they are fighting with, what misconceptions they have and overall assist me understand the kid. Therefore, besides ensuing in m e reflecting on my ain pattern excessively see what I may be making incorrect, what other schemes I could utilize to assist persons, how I can widen their acquisition and so on. Thus, back uping Myhill et Al ‘s ( 2006 ) findings from the TALK undertaking how instructors might utilize different types of oppugning that infusion more luxuriant, developed and thoughtful responses from children. Furthermore grounds obtained from observations of my wise mans oppugning manner ( appendix 1 and 2 ) , promoting talk and treatment after every inquiry, supports Wegerif and Dawes ( 2004 ) that oppugning is a good beginning for increasing talk and that pupils believing and acquisition is higher when it involved instructors promoting treatment after every question. After looking at my grounds most of them relate to the thought of oppugning being a cardinal point in talk for acquisition. This is besides apparent in my literature reappraisal. Questioning is seen to be important for kids ‘s acquisition, understanding and believing besides oppugning is important for adults/teachers to understand children.Conclusion ( a )The chief findings from all the research surveies are that most of the theoreticians believe that acquisition is an active procedure, through interaction with equals and grownups. Underliing all their theories and schemes is talk, as talk is required for interaction. Most of the research I looked at stated oppugning to be the most important factor in talk for larning. Most significantly instructors ‘ demand to see the type of inquiries they ask, inquiries which will non merely promote talk but aid instructors understand kids. To reason I found that talk does assist kids ‘s acquisition, understanding and believing. This is through oppugning and interaction between others. What makes it more effectual is varied oppugning and guided or supported interaction. I have learned that factual inquiries are merely every bit good as unfastened inquiries, but they are merely effectual when used in the right contexts, for the right content and for the right ages. However, it is most likely to be more effectual when a assortment of inquiries are asked in a individual lesson. This would profit me and others as I will be doing certain to inquire varied inquiries to assist me develop as a instructor and aid develop kids ‘s acquisition also.Conclusion ( B )I found that talk is important for kids ‘s acquisition as hearing others positions and thoughts helps boom their ain positions and thoughts. But most significantly I found that instructors need to advance talk more by the types of inquiries they ask. I found that inquiring different types of inquiry non merely helps me as a instructor but the kids besides. It helps me understand what the kids know, their old cognition and besides how that cognition has grown over clip. It helps me assess k ids ‘s cognition of topics, makes it more seeable to see which kids are fighting and which are progressing ; hence, it makes me more cognizant of what I need to make in order to assist persons to travel them frontward. Before I conducted this survey I held the belief that kids speaking was of import for us as instructors to cognize what they understand but did non see the importance of instructors speaking every bit good, but most significantly instructors supplying the chance for talk. But after holding looked at other research and holding experienced it myself I believe that in order for kids to speak instructors need to supply the chance for talk particularly after oppugning, giving kids clip to discourse and develop thoughts, whether this is in braces, little groups or as a whole class.

How to Pick a College as an Undecided Major

For some students, the college search is simplified by a clear and firm vision of a future career or professional path. If you’ve spent your childhood dreaming of becoming a doctor, an artist, or a social worker, your college search will naturally be focused on schools that provide strong programming in your area of interest. For other students, though, the path remains unclear. If this is you, don’t worry about it. There are literally millions of students who arrive to college each year with an undecided major, and even many who graduate with a major yet still don’t quite know what they want to be â€Å"when they grow up†. While your college search might be slightly less focused in terms of academic program offerings, it doesn’t have to be any less focused on the dozens of other priorities that you’ll consider when choosing a college. To learn how to pick a college as a undecided major, don’t miss this post. If you’re not entirely sure what path you want to pursue, try focusing on schools that provide a little of everything. Many schools offer liberal arts programs that touch on classes in every subject area. This breadth of knowledge will serve you well, even when you eventually focus in on a single career path. After all, everyone uses core skills like math and English throughout their daily lives. In addition to liberal arts schools, you might check out schools that offer a number of different professionally focused paths in general subject areas that are of interest to you. If you’re interested in science but haven’t chosen a specific track yet, look at schools that offer a broad variety of programs within the subject area. These could include engineering, physical therapy, pharmacy, or even premed. This way, you don’t close any potential doors in your subject areas of interest. At some point during your college career, you will have to declare a major—the decision can’t be put off indefinitely. At some colleges, however, you don’t need to declare a major until the end of sophomore year. Choosing a school like this allows a little more time for exploration before you need to focus in on a single area of study. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Putting off your major declaration can actually be a really smart choice. Even students who think that they have a clear idea of their career path as early as high school might find more exciting options as they explore collegiate course offerings. In fact, a study published by the journal Inside Higher Ed that students who declare their majors late or even change majors during college have a higher graduation rate than those who declare early. In light of this study, some colleges are actually changing how students declare their majors. At Georgia State University , students now select a â€Å"meta major† before focusing on an actual major. A meta major is essentially a broad subject area in which students take classes that will eventually count towards a more specific major. For example, a student who wants to become an accountant would enroll in the business meta major and take classes that lead towards a career in business. If that student later decided he or she would rather work in management, the classes accrued in the business meta major would still count towards his or her new track. This change has led to 32 percent decrease in the number of major changes among undergraduates at the University, so it’s clear that delaying a major declaration might indeed be a smart thing to do. Open curriculum schools are schools without a core curriculum, meaning that there are no mandatory courses outside of your major requirements (there may, however, be a single freshman seminar requirement to focus on developing college writing skills). Often at these schools, students are also allowed to wait until the end of their sophomore year to declare a major.   In this way, students have much more control over the classes they choose to take. This is a relatively new trend in higher education and reflects the broadening skills often required in a workplace. Of course, there are still some requirements that will drive your course selections if you choose an open curriculum school. For one, you’ll still need complete your major requirements. If you don’t, some open curriculum schools may grant you a bachelor’s degree in â€Å"Liberal Arts,† but not majoring in any subject is still seen as a last resort; you are expected to major in something. At these schools, you will also to still need meet prerequisites to take upper level classes. That means you’ll have to take introductory classes in certain subject areas in order to advance.   If you’re interested in schools that offer an open curriculum program option, here is a list to get you started. Some schools are not totally open curriculum, but offer more freedom than most. Those technicalities are noted in parentheses: University of Rochester   (must take 3 courses in 2 fields outside of your major) Vassar College   (has a foreign language and quantitative course requirement) Wake Forest University   (has a special open curriculum program, but not for all undergraduates) Finally, keep in mind that your future major or career path is only one small part of how you choose a college. Ultimately, your own experiences and your education beyond college will do more to shape your future career than your college major. As such, there are many other priorities that you will want to consider when choosing a college. These might include things like geographic location, class sizes, extracurricular offerings, student services, and more. To learn more about the other factors you should consider when choosing a college, check out these posts: If you’d like some more help focusing in on potential majors or career paths, or choosing a college without a firm plan for the future, consider the benefits of the Near Peer Mentorship Program , which provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.

Effects of alum sludge and its application to farmland Coursework

Effects of alum sludge and its application to farmland - Coursework Example A comprehensive research has been conducted to identify and measure the impact of alum sludge on farmlands and critically evaluate the beneficial uses of this element, so that they are used after considering all costs and benefits associated with its adoption. Additionally, the literature material that I have selected to make part of my research studies has been discussed in detail to justify their relevance and significance for reaching a suitable conclusion. Moreover, this paper entails the practical application and effectiveness of alum sludge that is being used for various diversified purposes in real world. This report highlights implications of presence of alum sludge with regards to pH value (acidity or alkalinity) of soil, forest trees and effective growth of plants. Finally, a concrete conclusion has been drawn at the end of this report to summarize the findings of entire research. Literature review I have mainly included 3 scholarly resources in my research to provide adequ ate reading material, research findings and strong discussions to enable me to reach a rational conclusion for my study. The first study was carried out by Rengasamy, Oades and Hancock in 1980 whereby they studied pros and cons of usage of alum sludge and concluded that it must be mixed in soils since it provides a strong structure and nourishment for plants. However, they suggested that conclusions are still dubious and require further research and verification at rates of the order of 2 t ha?1 (Rengasamy, Oades & Hancock, 1980). Next literature piece I have selected for my research is a study conducted with focus on adsorption capacity of alum sludge. This research revealed that alum sludge is highly useful for eradication of phosphate from wastewater due to its adsorbent characteristics. This article noted that alum sludge has been frequently questioned in various previous researches for its abilities and success rates when being used for adsorption process. The authors examined effects of pH value of soil on adsorption patterns exhibited by alum sludge and concluded that the phosphorus is highly susceptible to adsorption in acidic environment which have a lower pH as compared to more alkaline composition with higher pH strength. This article has also presented results of other similar studies (Yang et al, 2006). The final study pertains to features of dried alum and its effects on different subjects in different conditions. It shows how alum acted as a liming catalyst in enabling improvement and nourishing of potting media. This study gives me an entirely distinct viewpoint since it suggests that the growth of plants is adversely affected due to presence of alum, causing adsorption and scarcity of phosphorous in fertilizers which are intended to provide cultivation support for soil plants. Authors also are of opinion that alum sludge, when sprayed on deciduous and coniferous forest lands, increases soil pH but has no positive effect on growth of trees. Nev ertheless, they ensure through their findings that sludge is harm-free and does not contain any toxic effects (Bugbee, et al., 1985). Research Methods I adopted a skeptical approach to conduct my research, covering all areas comprehensively and thoroughly. I have selected the 3 sources after careful consideration since they all have worked on mutually exclusive issues pertaining to usage of alum sludge and also have given varying conclusions and outcomes of their findings. My research procedures began with verifying the results

BMW Automobiles. BMW Demand and Supply Coursework

BMW Automobiles. BMW Demand and Supply - Coursework Example Microeconomic Analysis Demand is the willingness and the ability of consumers to buy a certain product for a certain price at a particular period. While other factors are held constant, the prices of goods and services increase as its demand increases and vice versa. Supply is the willingness of the manufacturer or the company producing then goods or services to sell the products at a given price at a given period. While other factors are held constant, the supply of goods and services will increase at an increase in price. Various demand and supply factors affect the production and sale of BMW 3 series vehicles (Flaschel, 2010, p.1). The first factor is affecting BMW’s demand and supply is consumer taste and preference. Different consumers have a varied taste and preference for the product. BMW 3 series is a mid-level luxury performance sedan. The car is also a bench marker in the market. It has played a great role in influencing the competitor’s in trying to achieve i ts class. The consumers also have their taste, which varies with the individual. The taste and preference of this car by some individual consumers is predominantly affected by its price in the market, the performance both on road and on off roads modes, the cars ability to perform, and the fuel consumption. The BMW 3 series has a relatively high fuel consumption capacity as compared to its competitors and it is better in performance than its competitors are. Secondly, consumer income affects the demand of the BMW 3 series. Consumer income is the amount that the consumer has which they are willing to invest on that commodity. The BMW 3 series retail price varies depending with the model. The lowest price for the BMW 3 series is $32,400. This price may not be affordable to many consumers. The consumer income is the greatest determiner of the demand for this product both in America and outside the American market (Flaschel, 2010, p.1). Additionally, price of substitutes and other compl ementary vehicles affects the demand of the BMW 3series cars. BMW, being a luxury mid-level vehicle, has many substitutes and complementary vehicles. An example of these substitutes is the Audi A3, Infiniti G35, Cadillac CTS, and the Acura TL. These substitutes have a relatively low price and perform equally with the BMW 3 series. The availability of these substitutes has greatly affected the consumers’ decision in determining the best car available for them. The availability of these substitutes also influences the ability of the consumer to save in comparison to what they would have used if they purchased the BMW 3series. Additionally, the BMW 3 series has been affected by the complementary goods. Complementary goods are the goods that are used alongside the product. The BMW 3 series is a relatively high consumer if gasoline in comparison to its competitors. This has hugely influenced the demand of this car (Hortacs, et al, 2010, p.1). The forth factor that has influenced t he demand of this car is the consumer expectations. The BMW 3 series car has largely met the consumers’ expectations. BMW is actually an envy of many people, which has also increased the demand of this vehicle. The BMW 3 series is a great performer both on road and on off road modes. This has enabled it to have an innovative over the others in the market. The BMW also produces high quality vehicles that are not prone to damages as compared to it

Research handbook of comparative employment relations Essay

Research handbook of comparative employment relations - Essay Example Good! So these are your 3 main sections of your paper. According to Barry and Wilkinson (2011), voluntary overtime is a regular and positive practice in the various industries. Voluntary overtime increases the productivity of workers, maintains employees’ wellbeing, reduces staff turnover, and it is more cost efficient than part-time employment. Good! Okay, so you discuss these next, right? In the next couple of paragraphs, you discuss these right? I could be able to see that these are the topics for the next paragraphs. maintains employees’ wellbeing, reduces staff turnover, and it is more cost efficient than part-time employment For example, overtime is a common practice among medical facilities in the United States, where nurses are the majority of medical facilities’ employees who works overtime. You should consider using more in-text citations – where did this example come from? One of our sources? Or would one of your sources agree with it? Then use an in-text citation here. It’s not uncommon for research papers to have in-text citations in almost every other sentence. This is looking good so far. Nurses who voluntarily work overtime provide better care for the patients compared to mandatory overtime or part-time nurses. A clear indication of the positive impact of voluntary overtime over part-time or regular time work is that overtime workers tend to be engaged, especially when work is voluntarily provided to them. Most employees admit that wages have an impact on their work performance. Studies have demonstrated that higher wages earned result in a sense of achievement, ownership, and satisfaction in the work completed. Okay, so the next paragraphs will be about achievement, ownership, and satisfaction, right? It’s like sorting out your laundry; the evaluators will want to see clear, separate piles of thoughts like you indicate in your, excellent topic sentences. Your piles are your paragraphs, right? So, I want to see a paragraph on achievement. And another one one on ownership, and then the last one on satisfaction in work. Does this make sense/ Employees who are available by choice to work for overtime hours augment their productivity, lead to an excellent job recital, and reduce staff turnover through retention of employees (Barry & Wilkinson, 2011).Voluntary work helps in maintaining the employee’s health more than forced overtime work. Use of voluntary overtime enhances the wellbeing of workers; on the other hand, involuntary overtime causes burnout among employees. Voluntary overtime increases employees’ satisfaction and reduces stress among employees; as a result, it helps in maintaining the health of the workers. As Cameron (2012) observes, employees who work on voluntary overtime tend to have natural self-motivation within them, which enhances their productivity and job satisfaction. Employees and employers attain more benefits from voluntary overtime than from invo luntary overtime. Numerous studies have established that long working hours and shift work raise the odds for employees to be fatigued, injured, stressed, and suffer from medical ailments. However, voluntary overtime tends to lower these effects, but involuntary overtime increases same. The Advantages of Voluntary Overtime Paid Work The Advantages of

Andy Warhols Outer and Inner Space Essay Example | Topics and Well Written Essays - 1750 words

Andy Warhols Outer and Inner Space - Essay Example The paper "Andy Warhols Outer and Inner Space" states narrative and representation in "Outer and Inner Space", directed by Andy Warhol. He was able to maintain the austerity and reduction of his portrait films while incorporating an unprecedented degree of formal complexity. From the critical perspective, in his cinema artworks Warhol is not interesting in conveying visual information so much as translating the experience of posing in front of the camera, and the eerie emptiness that that experience could be said to entail. These formal means enabled him create a phenomenological portrait of our bifurcated experience of temporality itself, the present tense of experience splayed across the registers of future projection and past recollection.This is the main reason why his audience gets some sense of that emptiness through the amount of affective projection that the portraits seem to require from it. However, in Outer and Inner Space we have no time to daydream about Edie. Instead, t he Warhol’s narrative and representation causes our perceptual situation to unfold, in a sense, like Edie's own split experience. Warhol’s films are eminently devoted to real-time recordings of his performers doing such banal tasks as applying make-up, making coffee, talking on the phone, gossiping, having casual sex, drinking, arguing, kissing, sleeping and eating. Capturing ordinary, everyday action seemed was a central interest of the underground. This perspective referlected an important impulse in 1960s radicalism. , a perspective that historians Sohnya Sayres et al (1984) described as "the attempt to infuse life with a secular spiritual and moral content, to fill the quotidian with personal meaning and purpose" (p.18). Practically, looking at Warhol's Screen-Tests part of the magic and mystery one feels doubtless comes from a deep-seated desire to witness death give birth to life, for the photograph to become animated before one's eyes. However, no matter how "de ad" these images are presented, they can never remain "inert" when seen by the affectively-engaged spectator. During Outer and Inner Space Andy Warhol used the video tape-recorder to make two thirty-minute tapes of his rising superstar Edith Sedgwick (Angel, 1988, p.42). For the duration of both tapes, she appears in close-up and in profile, the bright, high-contrast image of her face almost completely filling up the frame. What space does exist is completely black. Her face does not appear in space so much as seem "cut out" from it - without depth, the image is as flat as a screen-print. Throughout the entire recording time, her face will barely move, and she will never face the camera. Rather, she gazes off to screen-right - towards the empty black space at the edge of the frame. This artistic approach corresponds to Warhol's avant-garde idea to provide a split within time: the present as past and the present as future. Simultaneously, audience is split between perceptual registers - the visible and the audible - just as Edie is split between her own self-image, and the voice in the back o f her head she cannot manage to dismiss. The two are, of course, importantly related. The video image is, for Edie, primarily audible. She rarely perceives the image directly, but its insistent

Chinese Cinema Case Study Example | Topics and Well Written Essays - 2250 words

Chinese Cinema - Case Study Example Yimou began his career by making films thate looked at the past, present, and the future through a futuristic eye. He emphasized a lot on the resilience, even the stubbornness, of Chinese people in the face of hardships and adversities. The films dared to deconstruct China and reform the culture. His earlier films appear to be influenced a lot by his background and the life struggle. However, it is quite surprising to observe that Yimou has changed his track completely to make some morality fables and period martial art movies. The message from these movies also was quite confusing, considering his previous reputation as a dissident filmmaker (Salazar). Zhang Yimou was born in 1952 in the Xi'an province of China. He grew up in socialist China where class struggle dominated life and literature. His father and brother were associated with the Kuomintang (Nationalist party). So, as a child, Yimou suffered stigmatization and ridicules. The Cultural Revolution of 1966 forced him to quit studying and start working as a farm hand and laborer. Meanwhile, Yimou developed interest in painting and amateur still photography. He used his portfolio of photographs to gain admission to the cinematography department of the Beijing Film Academy in 1978. In the film academy, Yimou was exposed to art films by various European, Japanese, Chinese, and American directors, including Fei Mu, Kurosawa, Tarkovsky, Antonioni, Scorsese, and Truffaut. He graduated from the film academy in 1982 along with stalwarts such as, Chen Kaige and Tian Zhuangzhuang. The influence of these art films and such compatriots can be seen in all of Yimou's early films. Yimou started his cinematic career as a director of photography (One and Eight, 1984). In this very first venture, his unique talent was highly visible. He shot his pictures from obscure angles and captured the color stock as though it were black and white. He positioned the actors at the side, rather than at the center to improve the dramatic effect. He also used unique visual styles, based on the asymmetrical and unbalanced composition of the shots. Earlier Films - Theme and the Cinematic Vision In 1987, Zhang Yimou embarked on his directorial debut, Red Sorghum. The movie brought Yimou a lot of critical acclaim and catapulted him into the forefront of the world's art directors. The film had a lot of lush images, though the plot was simple and short. It told the story of Jiu'er, a poor girl who is sent by her parents into a pre-arranged marriage with a much older man. Thereafter, the tale revolves around the life and struggle of Jiu'er and finally her tragic end. The movie is very different from the faster and cheaper forms of Hollywood color films, primarily because of its strong melodrama and the overwhelming visual quality. The cinematography splashes its passionate colors all over the screen with abandon. The visual impact of the film is voluptuous. Yimou has used the red color as a symbol to represent passion. For Jiu'er, the red of masculinity dominates the wedding sedan, the wild sorghum, the sorghum wine, and the fire that consumes her at the end. Red Sorghum breaks cultural taboos against representing female orgasm, ecstasy, and reproductive continuity onscreen. Bold close-ups of the heroine's face, such as in the wild-sorghum abduction scene were new in mainland Chinese cinema. However, Yimou showcases female desire as