Assessment Activity Weel 4 Essay Example | Topics and Well Written Essays - 250 words

Assessment Activity Weel 4 - Essay Example The assumptions that are necessary when using customer driven analytics to make managerial decisions are: i. Gathering of proper information about customers and store performance. ii. The detailed knowledge of its customer and sales patterns helps the firm to determine which items were selling well, or which items were most profitable to sell in the first place. iii. Keeping track of its purchase transactions and analyzing them to mass information about customer demand, pricing, and interest about new products. iv. Store assortments the increased productivity of inventories and store space within consumer interface v. Replenishment upon optimizing time and cost in Seven-Eleven replenishment system vi. Efficient promotion in maximizing total system efficiency of trade and consumer promotion vii. Product introduction reflect effectiveness of new product development and introduction activities 2. The IT strategy for Seven Eleven influences other aspects of the business such as inventory , human resource and vendor relationships. i. Freshness: The SEJ’s retail strategy emphasized on the freshness not only on perishable products but also on all the merchandise items, by changing the products as per the customer preferences.

Managing change in organizations assignment

Managing change in organizations assignment Introduction of change through systems: Following is the example of change at my workplace. I worked in an NGO (non profit organisation) .Things are smooth before the introduction of computers. As most of the work done is on books and register which not only take too much time but there is also the chances of error. We often got complaints from Auditors that our system is not right and there are many mistakes and loop holes in it. Therefore our top management decided to introduce the computers in the organisation. As this is big organisation and also funded by government. It has many departments in it. Most of people dont know how to use computers. They resist the change. So we have to look at different systems to make this happen. This is the big change in the system and we also have to keep in mind reactions of different stakeholders. Importance of stakeholders: Stakeholders are people who have some form of interest in the change, whether they are the targets of the change, managers or other interested parties. They can be anybody like directors, shareholders or even creditors. A lack of stakeholder management is one of the key reasons why change projects fail, so understanding them and ensuring they are addressed in all plans and activities is a critical activity. Qualities for a successful system: Following are the qualities of the successful system. 1. Leadership The leadership team is aligned with the business direction and engaged in driving behaviours and practices to achieve change. 2. Culture The work climate and the employee values and behaviours adapt to new business situations and encourage excellent performance. 3. Commitment Employees throughout the organisation are willing to embrace new ways to think, behave, and perform. 4. Capabilities Employees at all levels develop and share the skills and knowledge to perform in new ways. 5. Structure Organisational structures including roles, responsibilities, and relationships are designed to support organisational agility and performance. 6. Communication Employees at all levels share information in a timely manner. 7. Performance Processes, incentives, and management practices recognise, reward, and reinforce the achievement of goals. System modelling: System modelling shows how the system should be working. Use this technique to examine how various components work together to produce a particular outcome. By diagramming the linkages between each system activity, system modelling makes it easier to understand the relationships among various activities and the impact of each on the others. It shows the processes as part of a larger system whose objective is to serve a specific client need. System modelling uses three elements: inputs, processes, and outcomes. Inputs are the resources used to carry out the activities (processes). Processes are the activities and tasks that turn the inputs into products and services. Outcomes are the results of processes. Outcomes generally refer to the direct outputs generated by a process, and may sometimes refer to the more indirect effects on the procedure and the still more indirect impacts on the wider community. Ref: Quality Assurance Tools and Methods website Therefore we develop four systems through which we are going to implement the change. Change through Mutual understanding: We can use collaborative system for this because its suits our organisation. We have different staff in different cities. Like the larger family of distributed applications, collaborative systems are distinguished by the fact that the agents in the system are working together towards a common goal and have a critical need to interact closely with each other, sharing information, exchanging requests with each other, and checking in with each other on their status. The problem with collaboration is that it takes time and effort. When speed is important and resources are limited on the ground, then investing in collaborative efforts can seem wasteful. Consultative system: Further, the system captures users feedback, which can be verbal requirement, facial expression, and keyboard input. Then the system analyzes users response, compares to predetermined goals or experts requirement, and provides user advices in various desired formats. Care must be taken during consultation to ensure that people know the process, and that they perceive it to be fair. As you move away from collaboration, greater trust is required of the decision-makers and thus more trust-building activities may be required. Ref: http://www.freshpatents.com/Consultative-system-dt20070104ptan20070003914.php Bureaucratic system: Previously a bureaucratic approach is used in all the decision. The organization is told how it will go to work. This is thus using the principle of push to drive through change. The problem with this is that there is often a fear that there will be greater resistance to change if people know what is going to happen. Resistance comes particularly from those who hold power. To help reduce the problem of resistance, very high levels of communication may be required. Coercive system: A coercive approach is also in the list as it pays little attention to the people, their ideas or their needs. Changes are implemented in a relatively mechanical way. Typical of a coercive approach is the shock and surprise that people encounter as change is thrust upon them. Not all coercive approaches are unethical and some are simply born of the need for urgency. Ethics lie in the values of the people who are planning and implementing the change, rather than the fact that a coercive approach is being used. Analyse and evaluate these systems: Collaboration: A Collaborative approaches are particularly important when you have a high level of professionally qualified people like in our organisation almost 50% of people are highly qualified and rest are qualified by experience . Consultation: Consultation is, in many ways, a watered-down version of collaboration. The views of people are elicited, which does take some time e.g. achieving an acceptable decision with a lot of people is often very time-consuming. Direction: Under directive system a flip over from pull to push required and you thus need the power to be able to make this work, particularly getting people all going in the same direction rather than scattering as they run away from the push. Direction thus needs to be done firmly and quickly e.g. every body know how to do and when to do it and have proper resources to do that and also suits situations where time is of the essence. Coercion: As discussed earlier it an aggressive way to implement change , coercive suit only those situations where you need people to move particularly fast or where human relations have broken down to the point where nobody listens to anyone else and the only option is force. Of course this is not a desirable option, but when the alternative is total failure, it may be the best (or only) choice of action. Ways of implementing the change: 1) Developmental Change: Developmental change occurs when a company makes an improvement to their current business. If a company decided to improve their processes, methods or performance standards this would be considered developmental change. This type of change should cause little stress to current employees as long as the rationale for the new process is clearly conveyed and the employees are educated on the new techniques. When major change such as the decision to close a division, if the company attempted to implement developmental change as the first step in streamlining the business, employees may be more likely to accept the change. The employees could see that the company attempted different strategies before determining that closing the division was the only option. Ref: http://businessmanagement.suite101.com/article.cfm/types_of_change#ixzz0MV67BmVa Transitional Change: Transitional change is more intrusive than developmental change as it replaces existing processes or procedures with something that is completely new to the company. The period when the old process is being dismantled and the new process is being implemented is called the transitional phase. A corporate reorganization, merger, acquisition, creating new products or services, and implementing new technology are examples of transitional change. Transitional change may not require a significant shift in culture or behaviour but it is more challenging to implement than developmental change. The future of the organization is unknown when the transformation begins which can add a level or discomfort to employees. Ref: http://businessmanagement.suite101.com/article.cfm/types_of_change#ixzz0MV6MZhVU Transformational Change: Transformational change occurs after the transition period. Transformational change may involve both developmental and transitional change. It is common for transitional and transformation change to occur in tandem. When companies are faced with the emergence of radically different technologies, significant changes in supply and demand, unexpected competition, lack of revenue or other major shifts in how they do business, developmental or transitional change may not offer the company the solution they need to stay competitive. Instead of methodically implementing new processes, the company may be forces to drastically transform themselves. Ref: http://businessmanagement.suite101.com/article.cfm/types_of_change#ixzz0MV6QbmZR Analysis of Changes: Articulating the reasons for the change and sharing the vision of the senior leaders of the organization can help alleviate some of the resistance to change. Employees will naturally resist change but are more likely to accept the change if they view top management as keeping them informed and supporting them throughout the process. Employees will look for a rationale for the implementation of this major change. Top management should be prepared to involve employees in all phases of the transition. Ref: http://businessmanagement.suite101.com/article.cfm/types_of_change#ixzz0MV74bIUm Conclusion: Any change requires a typically set up through a series of regular and formal meetings at all levels of management through the organization.

Fear in Cranes The Blue Hotel :: Blue Hotel Essays

Fear in Crane's The Blue Hotel Stephen Crane's "The Blue Hotel" is, according to Daniel Weiss, "an intensive study of fear." The story uses a game to show how fear unravels itself. He also discusses inner fears as opposed to fears existing in reality, and the ways that they bring each other about in this short story. Weiss begins by pointing out how Crane used the stereotypical 1890's American West as his setting. The Swede comes to the Blues Hotel with the assumption that he will witness, if not be involved in, robberies and murders. The Swede was already experiencing inner fears about the West and when he was invited to join a friendly card game with Johnnie and the other customers of the Blue Hotel, his fears were heightened. When Scully calmed the Swede's nerves by giving him something to drink, the Swede undergoes a complete transformation and becomes what he considers to be a Westerner. The drinking, according to Weiss, returns the Swede to his original fears, but this time he isn't afraid, he is "cannibalistic", devouring his opponents and becoming very aggressive. He began "board-whacking" and eventually accused Johnnie of cheating. Weiss states that the card game was a "benign way for him to work off his aggressions harmlessly." However when Johnnie started cheating, the real ity of crime and gambling set in and "the cheating restore[d] the game to the world of outlaws, professional gamblers, and gunmen." After the two fought and the Swede was triumphant, the Swede went on to the local saloon where he picked a fight and was killed by a professional gambler. The Swede was experiencing a high on power and liberation when he ordered the other men in the bar to drink with him. When he is stabbed, the Swede returns to his earlier disposition as a victim of the West. Concerning "fear" in the story, Weiss says that "The Blue Hotel" deals with paranoid delusions. The Swede moves from "wary apprehension" to panic and "passive acceptance of annihilation", to becoming the aggressor and pursuer, then he regresses to being the pursued once again. He moves through these stages throughout the story and within the framework of the "game." Weiss writes that in order to avoid being hurt by his "pursuer", the Swede transforms himself into the pursuer. By moving from a panicked to a manic state, the Swede masters his feelings of self-esteem, alienation, and death.

Beta Case Study

25721 Investment Management BMC Case Study Student Name: Junwei Wang Student ID: 11516655 Class Time: 6 p. m. – 9 p. m. Tuesday Lecturer: Wing Bui Table of content Q 1. 1 Q 2. 1 Q 3. 2 Q 4. 2 Q 5. 3 Beta Management Company I. Case Background Beta Management Company was founded in 1988 by Ms. Wolfe. Beta Management Company is a small investment management company based in a Boston suburb. Beta Management Company was successful in 1989 and 1990. This success had brought in enough new money to double the size of the company. However, Ms.Wolfe had lost some potential new clients who had thought it unusual that Beta Management used only an index mutual fund and picked none of its own stocks. Sarah Wolfe was considering Beta’s new goal and directions for coming year. II. A. Ms. Wolfe decided to follow â€Å" index† to adjust equity market exposure. This is a good strategy due to that at the beginning of the foundation of the company, the size of her account was small a nd there were no much money for her to take a risk. The strategy she followed was the lowest risky way. Ms.Wolfe kept a majority of Beta’s funds in no-load, low-expense index funds, adjusting the level of market exposure between 50% and 99% of Beta’s funds in an attempt to â€Å"time the market†. B. Ms. Wolfe now has decided to increase her equity exposure to 80% with the purchase of one of the California R. E. I. T. and Brown Group, Inc. While Ms. Wolfe wanted to extend her business, she found that some potential clients thought it unusual that Beta Management used only an index mutual fund and picked none of its own stocks, Ms. Wolfe was engaging her new strategy. Unlike before, Beta increase the equity exposure from 50% to 80%.Beta used to have 1% to 50% debt and 50% to 99% equity. Now, the portfolio will become as 20% debt and 80% equity. And also based on the performance of the two stocks, they are both unsteady stocks which mean that the risk of the Betaâ €™s portfolio will be increased. However, we can also found that the return will be much higher. C. Ms. Wolfe is a contrarian investor. Base on the performance of the two stocks, these two stocks were unsteady and the losses rate is much higher than the return rate. III. a. California R. E. I. T. was a real estate investment trust.Their stock had been badly damaged by the â€Å"World series† earthquake of 1989. Base on the Figure 1, it is easily found that the performance of the stock is volatile. Although the trend is similar with the index trend, California R. E. I. T. was still in a bad position. b. Brown Group Inc. was one of the largest manufacturers and retailers of branded footwear, and had been undergoing a major restructuring program since 1989. The stock performed steady and positive. However, there was a significant drop in late 1989 and late 1990. IV. a. The average return of California R. E. I. T. is -2. 7% and the average return of Brown Group Inc. is -0. 67 %. The standard deviation of California R. E. I. T. is 0. 092307 and the standard deviation of Brown Group Inc. is 0. 081668. The standard deviation of S&P index is 0. 46036. Compare with SP500, California R. E. I. T. is more risker. b. In portfolio SPC, the standard deviation is0. 046526 and in SPB the standard deviation is 0. 046419. And the incremental risk of SPC and SPB over a portfolio with 99% in the SP500 and 1% in a risk-free asset are 0. 409504 and 0. 409611. From the data we can see that the California R. E. I. T. affect the portfolio more.The SP500 index is the safest stock and the California R. E. I. T. is still the risker stock. c. The regression of California R. E. I. T. ’s monthly return on index return was attached as Appendix 1. The coefficient is 0. 011856. The regression of Brown Group Inc. ’s monthly return on index return was attached as Appendix 2. The coefficient is 0. 013509. We can still find that the California R. E. I. T. is risker stock tha t affect the portfolio more. d. The return of SPC equals to 99%*E(Rindex)+1%*E(Rc) and the return of SPB equals to 99%*E(Rindex) + 1%*E(Rb) and the return of risk-free portfolio is 99%* E(Rindex) + 1%*E(Rf).The excess return for SPC is 1%*E(Rf) -1%*E(Rc) and the excess return for SPB is 1%*E(Rf) -1%*E(Rb). From the expression, we can find that the excess return for each unit is the difference between the expected return of risk-free asset and the expected return of the stock. V. Summary * If the size of account is small, the safer way to maintain and adjust equity market exposure is â€Å"index†. * Create portfolio smarter; do not invest all money in single area. * The excess return of the stock is difference between the return rates. * When investing, index will be a good indication to predict the stock’s future trend.

New England and Chesapeake Regions Essay

Although New England and the Chesapeake regions were both settle largely by people of English origin, the two regions developed differently. Certainly they eventually evolved into similar modern societies. However in their early years, they were very different. Thus, by 1700, the New England and Chesapeake regions had developed into two separate and distinct societies due to differences in social structures, political structures, and economies. The social structures of the two regions were very different, mainly in demographics and the incentives of the immigrants and religion. In the New England area, the early populations was mostly comprised of families with children and servants. This brought to the New World skilled craftsmen, farmers, and indentured servants to shape the economy. This also provided a relatively equal male to female ratio. They had longer life spans and less infant and childbirth related deaths. The incentives of the New England immigrants was to escape religious and political conflicts in England, thus shaping their religion. The religion of the of the New England settlers was very Puritan. They wanted to establish themselves as a â€Å"city on a hill† or a place of morality and social reciprocity to serve as role model for the rest of the Americas. The Puritan communities were strong and tightly knit and the Puritan marriages were stable and most lasted until death. The religion of these settlers greatly influenced their politics; their form of government was a theocracy. The Chesapeake immigrants were many teenage boys and very few women. The women who did immigrate there had great choice in husbands. They married young, widowed, and usually remarried, carrying on the plantations of their late-husbands, resulting in greater economic freedom for women Most of the male immigrants were seeking gold in the New World and prone to fights from the start. The Chesapeake was very diverse in religion. This diversity nearly required religious toleration to some extent. As a result, the community life was very unstable. The political structures of the New England colonies and the Chesapeake colonies, too, were different. In the New England colonies, the  government was a Puritan theocracy. Each town had an agreed upon covenant or promise of not only moral, but social commitment. Established and enforced by their government and covenant were fair and set wages, shared property, and public schools. Each town had a annual town meeting during which the male voters would appoint men to govern for the coming year. In the Chesapeake there was at first general chaos. The councilors appointed by the English king wanted to just go back home to England. The established governments were oligarchies and aristocracies, breeding social unrest in the lower classes, as is very apparent in Bacon’s Rebellion. In the Chesapeake, there was a system of headrights or one of land grants to people who were willing to either immigrate to the colony or pay for the voyage of another. Also different were the economies of north and south. The New England economy was primarily sustained on agriculture and some fur trading. As governed by their Puritan ideals, goods and foods were traded for need, not profit. The Chesapeake colonies were mainly plantation colonies. The main crops was tobacco, but cotton, indigo and rice were also grown. The labor intensity of the crops grown in the Chesapeake, the bad soil, and unfavorable growing conditions gave rise to slavery in the south. All the crops grown were grown for profits, so there was a very competitive system of plantations. The New England and Chesapeake colonies were settle mostly by the English, but they developed differently. By 1700 the two areas had two very different had developed into two very separate and very distinct societies due two differences in social structures, political structures, and economies.

Small Company Y2k Report Essays - Calendars, Software Bugs, COBOL

Small Company Y2k Report Essays - Calendars, Software Bugs, COBOL Small Company Y2k Report Table of Contents 1. Introduction 2. Testing Procedure 3. Hardware and Software Compliance 4. Summary 1. Introduction Year 2000, Y2K or Millennium Bug! What is it? It is a problem resulting from the common programming practice of using only two-digits to store the year in software. The practice dates back to the 1950's when computers began to be used for business purposes. Using two digits for dates is benign and causes no harm so long as the next year is a larger number than the current year. For example software applications that use dates have no problem with the sequence of 95,96,97,98 and 99. However, when the century ends, the year 2000 will be stored as 00. Calculations or decisions, based on dates or time periods, can go seriously wrong. How is it fixed? Inregard to personal and small business computers, the problem is three fold. Firstly, the computer hardware must report the current date correctly. Many computers, especially early Pentiums, 486, 386 and 286 based machines, will on the 1st January 2000 Revert back to 1 April 1980 or some other date. Thus creating a potential problem until the correct date is re-entered - provided of course that the computer can be set manually to a date beyond 311299. Calculation of Leap Year dates may also be incorrect on some computers. Secondly, the computer software must carry out the correct calculations based on a four-digit year (e.g. 1999 or 2000 etc) rather than just using the last two digits. The supplier or manufacturer of the software should be approached to ascertain the compliance of their code, or their schedule to have it corrected and distributed. Thirdly, your data must be in the correct format - namely year described as a four-digit number. If your dates have been entered as described above (that is 15th Feb 1955 entered as 150255), then you have a data conversion to be carried out. Testing Procedure To determine if Windows NT 4.0 ,Win95 and would roll to the appropriate date, the control panel applet DATE&TIME(d&t) was used to change the dates. The machines d&t were set to the day before each date outlined in the memo. The machine date was changed to a control time of 11:59:45 PM in each case. The machine date was then allowed to roll to the date in question. The machine d&t was then reset to the previous date and control time. This time the machine was rebooted while the time was rolling to the date in question. In each case, after the time rolled, the date was checked to find the correct date. WinNT and Win95 Explorer was then opened and a file in the 'c:winnt' and 'c:windows' directory was changed to check whether or not a saved file corresponded with the correct date. The data from these tests is defined in the following table. 'Data & Time Tested' column are the Control values found in the memo. Both 'Post Test Date' columns are the dates found in each instance after the date rolled from the 'Date&Time Tested' column to the date in question. The 'Post Explorer check' was tested to see if the machine reported the right time. 'Post modification dates' are file dates after the file was saved to check the corresponding date. In each test, no problems with the d&t were encountered. Results: The testing actually caused several different things to happen to the OS. Whenever I rolled the date forward, The following directories changed the date associated with them: Windows NT Test C:Winnt, C:WinntSystem32, C:WinntFonts, C:Temp. Windows 95 Test C:Windows, C:WindowsSystem, C:WindowsFonts, C:Temp This seemed strange because the machine time stamp wouldn't roll back when the time was changed backwards, but this isn't part of the test procedure. When the time actually changes the date will roll forward and stay. It won't roll backwards. I don't know if this affects the testing but it would be totally impossible to rebuild the machine each time the test was run. This would take many hours to do and it probably won't affect the data anyway. Before I started testing, I looked on the Internet to see what Microsoft said about WinNT 4.0, Win95 and the y2k problem. On this site, there are links to all Microsoft Products. For WinNT 4.0, there were 4

History Day - Primary and Secondary Sources

History Day - Primary and Secondary Sources When studying and learning about history, we must always be questioning the quality of our sources. Who wrote this?How do they know the information they are telling me?When did they write it?Why did they write it?Who did they write it for? These are good questions to ask yourself about every book you read. We should never believe everything we read; you should question everything. Is it inherently impossible for an author to leave out some sort of bias. It is your responsibility to determine their bias and to reflect on how it affected their work. Now Im sure youre wondering why Ive told you all this before I explain the differences between primary and secondary sources. I promise, there is a reason. For every source you use, you will need to think of the questions above to determine which category they fit into - primary or secondary - and how much you can trust what they say. Primary Sources Primary sources are informational sources from the time of the event. Examples of primary sources: AutobiographiesDiariesDocumentsEyewitness accountsFilm footageLawsLettersNewspaper articlesNovelsObjects from the timeOral historiesPhotographsPoems, art, musicSpeeches Secondary Sources Secondary sources are informational sources that analyze the event. These sources often use several primary sources and compile the information. Examples of secondary sources: BiographiesEncyclopediasHistory booksTextbooks More Hints, Help, and Informational Tidbits Overview of History DayDo you have a good topic?How do you make an annotated bibliography?

How to Use the STDEV.S Function in Excel

How to Use the STDEV.S Function in Excel The standard deviation is a descriptive statistic that tells us about the dispersion- or spread- of a set of data. Just like using many other formulas in statistics, the calculation of a standard deviation is a fairly tedious process to do by hand. Fortunately, statistical software speeds up this calculation considerably. Statistical Software There are many software packages that do statistical calculations, but one of the most readily accessible programs is Microsoft Excel. Although we could use a step-by-step process using the formula for a standard deviation for our calculation, it is possible to complete this calculation using one Excel function. Populations and Samples Before moving on to the specific commands used to calculate a standard deviation, it is important to distinguish between a population and a sample. A population is the set of every individual being studied. A sample is a subset of a population. The difference between these two concepts means the difference in how a standard deviation is calculated. Standard Deviation in Excel To use Excel to determine the sample standard deviation of a set of quantitative data, type these numbers into a group of adjacent cells in a spreadsheet. In an empty cell type what is in the quotation marks STDEV.S(  Ã¢â‚¬â€¹Following this type the location of the cells where the data is and then close the parentheses with ​). This can alternatively be done by use of the following procedure. If our data is located in cells A2 to A10, then (omitting the quotation marks) STDEV.S(A2:A10) will obtain the sample standard deviation of the entries in cells A2 to A10. Rather than typing the location of the cells where our data is located, we can use a different method. This involves typing the first half of the formula STDEV.S(, and clicking on the first cell where the data is located. A colored box will appear around the cell that we have selected. We then drag the mouse until we have selected all of the cells that contain our data. We finish this by closing the parentheses. Cautions There a few cautions that must be made in using Excel for this calculation. We need to make sure that we do not mix up out functions. The Excel formula STDEV.S closely resembles STDEV.P. The former is typically the necessary formula for our calculations, as it is used when our data is a sample from a population. In the event that our data constitutes the entire population being studied, then we would want to use STDEV.P. Another thing that we must be careful about concerns the number of data values. Excel is limited by the number of values that can be entered into the standard deviation function. All of the cells that we use for our calculation must be numerical. We must be sure that error cells and cells with text in them are not entered into the standard deviation formula.

Professional Development Plan Essay Example | Topics and Well Written Essays - 1500 words

Professional Development Plan - Essay Example These included some friends and colleagues, among other people I closely interacted with. While interacting with these people in my life, I realize that it is when I developed an interest in learning about the inner workings of the human mind. This also made me develop a strong interest in helping people. Nonetheless, this is the basis for my counseling experiences. I understand that large number of people today is affected by ill psychological health. Depression has been identified as one of the leading cause of deaths in the world today. For these and other reasons, my passion for Clinical Psychology has grown, and I believe that with a Ph.D. in Clinical Psychology coupled with my empathy, I can be able to make a bigger difference in lives of people, who might be victims of psychological ill health. My personal goal mainly centers on my personal development. I want to develop myself in various dimensions, and in a manner that will put in a better position to initiate positive chang e in the lives of different people. In order to achieve this, I need to develop for myself a conducive environment and a harmonious state of mind to complete my Masters’ program successfully, as I believe that this is a major part in my personal development. ... In addition, I need to grow my knowledge base in Psychology and learn and develop important skills, which are essential for one to practice Clinical Psychology professionally. Nonetheless, I am working on these personal goals, which I believe will enable me to perform well in my profession as a future clinical psychologist. I strongly envision myself completing my Ph.D. program in Clinical Psychology at Walden University. This will not be an end to my pursuit of knowledge; instead, I view this as another beginning of learning and discovering myself and the people around me, but in a different level. As noted before, I have had a considerably high level of empathy since as I was child. Therefore, with a Ph.D. in Psychology, I hope to become a Clinical Psychologist, and engage in different voluntary work. Although presently I highly participate in volunteer work in the community, I believe that a Ph.D. will help me to help people in a better way, as this will increase my knowledge in t he field. I provide volunteership to different disadvantaged people in the community including the elderly, the homeless, vulnerable children, and those people with mental illness, among others. These are the major people in society that suffer ill psychological health, and I deal with them hoping that I make a positive change in their lives. At this point of my life therefore, I consider an advance in education as important to me, and to my clients, as this will increase the quality of my experience with them. A Ph.D. in Psychology at Walden University is important to me, as this will help me increase my capacity of serving people in the community. Nonetheless, since I have a passion for Clinical Psychology, it is in my best interests

Home Security alarm system Research Paper Example | Topics and Well Written Essays - 750 words

Home Security alarm system - Research Paper Example We are required to research home alarm systems available in the market, investigate and understand conditions that may results in activating an alarm, develop a smarter home alarm system using digital technology, draw a circuit diagram (preferably using computer software) that will assist in building the circuit, develop a test strategy to demonstrate the operation of your circuit, produce a team written technical report, reflect on process from start to finish in regards to the alarm circuit, in an individual written exercise. For all the requirement we need to use our math, science and problem solving skills to solve the problem. We approach the problem by designing the new simple circuit using BOOELEAN algebra to do all tree such as logic expression, truth table and logic circuit. We build our circuit use our circuit diagram to demonstrate the operation of our circuit to the supervisor. Once the circuit is operated successfully, we decide to compile a report clearly explaining the steps taken to approach this problem, the final design of the circuit of home security alarm system and the diagram we used as part of the process as well as verifying our calculation and finding through the MATLAB programing software. As part of our investigation, we discuss our plan of action prior to attending a digital electronic work of home alarm system and discuss how our team would proceed with the information and details already available to us. The aims of the report include the research, analysis, design and construction of the alarm circuit. The other issue is to come up with a detailed description of the system hereby designed. The project aims at discovering possibilities putting in place home security as well as a wide research, observed from already existing designs. Research of alarms in the marketplace which perform different tasks is also analysed. Schematic and block diagrams showing the functionality of the design work

Power Point Presentation in Lectures Research Paper

Power Point Presentation in Lectures - Research Paper Example From the practical perspective, the utilization of Power Point presentations in classroom enhances students' learning, facilitates their participation and engagement, reduces boredom from educational process and improves student-teacher interaction. Students normally feel comfortable to direct questions to specific parts of the Power Point presentation, which evidently indicates they are engaged with the lesson and the presentation tool used in the classroom. The power point presentation also benefits the students who are absent. Teacher can print a copy of the Power Point lesson and give this to students upon their return to class. Power Point presentations can be used on a teacher's web site. Parents and students can access the site and get key information that has been discussed in class. This technology can even be integrated with a web based programs like Blackboard, and assessments can be given over the material presented in the Power Point lesson. Stein, Silbert, and Carnine in their book Designing Effective Mathematics Instruction: A Direct Instruction Approach, made the point that the organization of the learning environment was critical to the success of learners: "The way in which teachers organize the learning environment determines how successful learners will be in constructing the meaning that teachers intend to convey" (Stein et al., 1997, p2). Following this line of thought, it is evident that careful preparation of the learning environment (such as through the development of power point) contributes to student learning. This idea is supported by Stein and his colleagues who note: "The use of power point is the perfect tool to allow for the teacher to follow their scripted lesson while engaging with the students and also provides that visual guide for the student to follow and help stay connected with the lesson being taught" (Stein et al., 1997, p.123). The process of establishing a well-structured classroom enviro nment that incorporates new technologies can help model the expectations mentioned above that are expected outside of the classroom while also creating a very constructive and effective learning environment within the classroom. The constructivist approach of actively constructing knowledge through personal experience contrasts with the traditional approach to learning which states that students are empty containers who store knowledge in the same form they receive it. From the perspective of using Power Point presentation in the classroom, constructivists rely on teaching practices that are rich in student-teacher interactions that help the student come to the understanding of what they need to learn. These interactions help the student construct meaning and understanding. The role of the constructivist teacher is to assist students as they create constructions or frameworks of their understandings. It has been stated that there are six ways in which teachers can assist their students' performance: modeling, contingency, managing, feedback, instructing, questioning, and cognitive feedback (Goos, Galbraith, Renshaw, Geiger, 2003).

IT Essay Example | Topics and Well Written Essays - 500 words - 2

IT - Essay Example Information systems have gained a critical role in business leading to a number of operational advantages. Khurana (2010: 4) argues that one of the reasons why information system is important to businesses is its role in data and organizational management. This involves activities such as â€Å"capture of data, storage of data, processing of data, distribution of information, and presentation of information,† activities that are very important to businesses (Khurana, 2010, p. 4). Competitive nature of the corporate world has for instance led to increased efforts to track and retain customers. Similarly, analysis of data and subsequent communication of the results facilitates managerial ‘decision-making’ processes. Business organizations therefore gains managerial advantage from information system’s scope that collects, analyzes and communicates meaning of data for informed decision making (Khurana, 2010: 4- 6). Information system is also important to business organizations through its induced efficiency in data handling processes. Khurana (2010: 6) explains that developments in information system facilitate efficiency in management and communication of data for better responses. Application of modern computerised drives for example facilitates fast and accurate analysis of even large volumes of data. Similarly, computer networking facilitates instant communication towards more efficient and effective management. Information system is also important to business organizations because it facilitates achievements of communication objectives. Business organizations, being composed of different types of people and operations to be coordinated, rely heavily on effectiveness of communication for success. Managerial processes such as communication of instructions and reliance on observed data for decision making therefore depends on the ability of communication processes to be effective. Positive features of information systems

Philosophy of Education Essay Example | Topics and Well Written Essays - 2750 words

Philosophy of Education - Essay Example Teachers are asked to follow certain procedures or teach certain topics. There is readjustment in schools from admission criteria to the marking system. In such an environment it is natural to ask questions that deal with the content of education and not methods. What should be taught and who should decide it. Should it be the government, parents or the children themselves? The question that is discussed here is whether a child’s needs and interests should determine the syllabus. At first look this question looks a bit odd because it is based on the assumption that children are mature enough to guide their own education. But what looks as an assumption is actually a vague hint at the child-centered theories that exist in modern philosophy of education. These theories believe that any education that is not child-centered is not in fact education at all (Barrow, 116) I believe that a child’s needs, wants and interests shouldn’t determine the syllabus. But in this e ssay I will look at both sides of the issue. I will provide reasons behind this argument. There are many theorists who believe that the children shouldn’t be trained but instead they should be nourished. But I believe that both training and nourishment are required. Rousseau discovered that Children’s mental capabilities and ways of looking at things were quite distinct from those of adults. He said that people need to recognize that children were mentally different and unique. In his book Social Contract he said that all men are born free. I agree with Rousseau but don’t believe that a child is completely free from any restriction (Chandra, 90). Children may be unique but I don’t agree with Rousseau’s line of thinking. Even George Bernard Shaw said that this was ‘‘the most flagrant lie ever told by a sane man.'' I think that the child-centered theories have become extremist in their claims about children being able to decide right curr iculum for themselves. Earlier there was a dearth of philosophy of education. Now we can rest on the findings of Piaget and other researchers. But this opulence of literature on child education wasn’t always present. For a long time the only relevant theories came from a pragmatist philosopher called John Dewey. Dewey had a huge stature in United States and his personal influence led formation of tradition of philosophy of education influenced by his viewpoints. Their views are in sharp contrast to the subject-centered theories that existed before this new debate on education. Before this the education system was formed on the Christian belief of fallibility of man and his salvation through service of the God (Hastings, 587). Because of this thinking a child was an evil soul and hence it needed discipline in order to be saved from the sins. This view is completely different from the child-centered views who uphold that a child’s interest should be a beacon for his stud ent life. The Christian view of child needing authority was flawed for various reasons. It ignored two factors: the sinfulness and fallibility of those in authority, and the necessity for a mutual responsibility between teacher and pupil for the conduct of the educational process. This mutuality is necessary for proper communication. Child-centered theorists such as A.S. Neill believe that a child’s nature is intrinsically good. They believe that a child has an innate wisdom and realism (Neill, 200). Here we see diametrically opposite views on the innate quality of children. It is the adults who

Foreign Exchange Risk Essay Example | Topics and Well Written Essays - 1500 words - 1

Foreign Exchange Risk - Essay Example Exporting and importing also implies considerable foreign exchange risks for the companies involved. Importers will have to pay a higher price if their home currency depreciates against the exporting foreign country and vice versa. International retailing operations also entail high exposure to foreign exchange risk as the exchange rate of any of the two countries fluctuates. The fluctuations in exchange rate â€Å"†¦result in direct changes in the relative prices of domestic and foreign goods†¦Ã¢â‚¬  (Bartov and Bodnar, 1994, p. 1758) It ultimately increases the exposure of virtually all forms of international operations to foreign exchange risk. Foreign exchange or currency risk affects a company in several different ways viz. sales level, future cash flows, financial reporting, product price and production etc. Bartov and Bodnar propound that exchange rate fluctuations â€Å"†¦influence both the current and future expected cash flows of firms with international operations.† (1994, p. 1758). Fluctuation in exchange rate can affect a company’s future cash flows by increasing or decreasing the price of goods and services in the domestic or foreign country. It can also affect a company’s operational performance by increasing or decreasing the cost of importing raw material. Currency rates have a significant impact on the reporting of sales level. If the foreign exchange rates are favourable, the company’s reported sales will rise (Bartov and Bodnar, 1994). Therefore, apart from affecting its real future cash flows, exchange rate fluctuations bear the capacity to influence its reported revenues. Exposure to foreign exchange risk can also affect a company’s production level and its prices. It will be costlier for companies to import products from a foreign country having a high exchange rate as compared to the domestic

Philosophy of Education Essay Example | Topics and Well Written Essays - 2750 words

Philosophy of Education - Essay Example Teachers are asked to follow certain procedures or teach certain topics. There is readjustment in schools from admission criteria to the marking system. In such an environment it is natural to ask questions that deal with the content of education and not methods. What should be taught and who should decide it. Should it be the government, parents or the children themselves? The question that is discussed here is whether a child’s needs and interests should determine the syllabus. At first look this question looks a bit odd because it is based on the assumption that children are mature enough to guide their own education. But what looks as an assumption is actually a vague hint at the child-centered theories that exist in modern philosophy of education. These theories believe that any education that is not child-centered is not in fact education at all (Barrow, 116) I believe that a child’s needs, wants and interests shouldn’t determine the syllabus. But in this e ssay I will look at both sides of the issue. I will provide reasons behind this argument. There are many theorists who believe that the children shouldn’t be trained but instead they should be nourished. But I believe that both training and nourishment are required. Rousseau discovered that Children’s mental capabilities and ways of looking at things were quite distinct from those of adults. He said that people need to recognize that children were mentally different and unique. In his book Social Contract he said that all men are born free. I agree with Rousseau but don’t believe that a child is completely free from any restriction (Chandra, 90). Children may be unique but I don’t agree with Rousseau’s line of thinking. Even George Bernard Shaw said that this was ‘‘the most flagrant lie ever told by a sane man.'' I think that the child-centered theories have become extremist in their claims about children being able to decide right curr iculum for themselves. Earlier there was a dearth of philosophy of education. Now we can rest on the findings of Piaget and other researchers. But this opulence of literature on child education wasn’t always present. For a long time the only relevant theories came from a pragmatist philosopher called John Dewey. Dewey had a huge stature in United States and his personal influence led formation of tradition of philosophy of education influenced by his viewpoints. Their views are in sharp contrast to the subject-centered theories that existed before this new debate on education. Before this the education system was formed on the Christian belief of fallibility of man and his salvation through service of the God (Hastings, 587). Because of this thinking a child was an evil soul and hence it needed discipline in order to be saved from the sins. This view is completely different from the child-centered views who uphold that a child’s interest should be a beacon for his stud ent life. The Christian view of child needing authority was flawed for various reasons. It ignored two factors: the sinfulness and fallibility of those in authority, and the necessity for a mutual responsibility between teacher and pupil for the conduct of the educational process. This mutuality is necessary for proper communication. Child-centered theorists such as A.S. Neill believe that a child’s nature is intrinsically good. They believe that a child has an innate wisdom and realism (Neill, 200). Here we see diametrically opposite views on the innate quality of children. It is the adults who

Modern Social Thought Essay Example | Topics and Well Written Essays - 1500 words

Modern Social Thought - Essay Example Nadia’s choice is in the best interest of her children but her decision is frowned upon by her own parents thus ostracizing her from her parents and relatives. Even though Aarif, Nadia’s husband, left her and her children homeless due to his drug habit, Nadia gets no sympathy from her relatives. Nadia is seemingly encountering social exclusion due to her going against the traditions of her Muslim upbringing even though it is for necessary purposes.   Nadia’s circumstances can be said to be a function of family dynamics, social dynamics, and cultural dynamics. All three of these aspects are unfortunately working against her in her attempt to raise and care for her children in the presence of a patriarchal upbringing and religion. When studying Nadia’s situation from a modern social theory, one can utilize Marxism as a guideline for better comprehension, â€Å"Karl Marx is a central figure in a broader theoretical fraction: modern social theory†(Antonia, 2003).   The first point which should be made concerning the facts surrounding Nadia’s life, is that each event and circumstance which has been described in the case study as taking place in Nadia’s life, is actually impacting her place in society as well as her personal feelings and her ability to cope and respond to stressors, â€Å"Social practices are not reflecting natural differences with these diacritical marks of gender. They are weaving a structure of symbol and interpretation around them and often vastly exaggerating or distorting them†(Connell, 1987). As a woman, Nadia is at a further disadvantage because of her patriarchal family.   Nadia is living in the Westernized country of the U.K. where among certain groups, arranged marriage is still the ‘norm’ (Giddens, 2006).

Clt Communicative Language Teaching Knowledge Methods English Language Essay

Clt Communicative Language Teaching Knowledge Methods English Language Essay If person wants to learn something new, first of all, he should decide seriously for himself does he need the new knowledge, and how he might use it in the everyday life. This is what should be the first step to appear in persons head before starting a new cycle of studying. But bare intensions are not enough. Basically all people need to get help and support from the others who possess the knowledge, which a person only dreams about. So he has to find a good teacher. And then it is teachers turn to decide, what he can do for his new student. First of all, he needs to choose in which way he can transfer the knowledge to the student, and the chosen method must be the most effective one. There exists such an idea, that each person perceives new information faster and easier, if the best approach is found for him. It is a very delicate part of the whole process. Language is something special if to compare with other subjects. You need to become a completely different person, in other words -to dip in the specific culture, to change the speech apparatus, to think like you are of a different origin. It is a sort of a play, and methods are very different. There are comparatively new methods appearing, like CLT (Communicative Language Teaching), for instance. This method, or some prefer to call it an approach, is not very old; however, it wasnt introduced just yesterday too. Opinions of CLT are either positive or negative, but it still continuous being used by many studying institutions as well as in Latvian University. The goal of the present research was to investigate how students and teachers feel when using Communicative Language Teaching and what sort of difficulties they challenge in a process. The enabling objectives of the present research are as follows: to read the theory on CLT method; to analyse the information of the CLT method; to implement the necessary research activities (filling in the questionnaire); to draw the relevant conclusions. The hypothesis of the present work was formulated in accordance with the goal. Moreover, the research is conducted to provide that the CLT approach cannot always be considered as the perfect option for language students. During the investigation of the present theme the following methods were used: Theoretical method (reading and analysing the theory of the Communicative Language Teaching); Practical method (distributing the questionnaire to the students of the second course of English Philology, LU to find out their views on the CLT method). Environment of the present research: The University of Latvia, Faculty of Humanities, department of English Studies. Outline of chapters: The first chapter is basically about the good CLT points and its advantages. It also introduces CLT method to those who have never heard of it. In the second chapter, some information about the main difficulties and challenges of CLT method is given. ON THE ONE HAND As it was previously mentioned, the CLT is comparatively new method which was spread in 1970s. (Online 1) The basic reason for its appearance was the feeling of some teachers that the old methods are somewhat unnatural or out of date. In other words, students were taught such a live and delicate thing like a language in the artificial manner. They realised that they should change the situation for more natural and free. This, in fact meant another experiment. When they tried another way of teaching their students, they found out that it works and decided to spread it all over the world. This method was not a slight deviation from the standard methods; it was a real challenge to them. Because the newly made method consisted of everything that did not existed in the former way of spoken language teaching. First of all, CLT means freedom for those who are studying; and also less stressful atmosphere, which is very attractive both for teachers and for the students. This approach transforms a usual lesson to good and stress free time spending. Students can participate equally in all exercises, not waiting for every turn of them to speak. Each person is welcome to express his thoughts and ideas. The more you speak the more you practise. It is especially great, when the new class is formed and people are not well acquainted one with another. So the CLT method becomes a great possibility to learn something new about your partner or partners through conversational tasks, as well as to develop the communicative skills and to increase self-confidence. The basic novelty consists of an opportunity to act freely during the class performance, or even to become another person by taking a pseudonym. When person knows that its just a game he may act more bravely to his partners and to dream a lot. Moreover, usually the tasks are based on real life situations, so that students could imagine themselves talking to a native speaker, thus use all their potentials in the conversation with a stranger or an imaginary friend. And who knows, maybe this or that group work will prepare a student for the real life situations, when he could apply his experience. Any initiative is welcome in the CLT method. Teachers do not ask their student to speak without a single mistake, vice versa; they want to see the process of free speech and the intentions of a student to bring out the meaning so that the others can understand a general sense. ON THE OTHER HAND So on the one hand, CLT is a new step towards modern image of language studying, on the other hand, it concedes to the former way of teaching where the requirements were far stricter and the results were worthy. At those times students learned or sometimes even drilled new things, which an average person cannot memorise after a couple of brief conversations. This is a curious case, because today students cannot compare old and new methods. In other words, they have no choice, therefore they should get maximum of the method their teacher uses. It is also important that a teacher could freely operate with the new structure of the lesson when all students work at themselves. But a teacher usually only observes and corrects without much interfering. If previously the most part of the lesson was occupied by a teachers explanations and corrections, then now it is full of students voices and negotiations. So it is quite a loud lesson usually. Of course, sometimes students cannot come to a compromise, which makes it difficult to work afterwards. CLT is, definitely, not for the young students who sometimes are not taught how to hold themselves, how to develop a conversation with all manners and etiquette. If CLT is good for western countries or European countries, then not necessarily it would be an appropriate approach to the eastern students, because they are more reserved, and not used to chat a lot. Not all students are able to participate equally in the class activities. Or sometimes what is worse, some students may pretend that they participate, and act so that a teacher wont notice his disinterest. In the case of avoiding participation of some students, it is clear that CLT is not meant for them to achieve good results. Some people, both students and teachers, consider this method over relaxed, because there is no intensive grammar work. They believe that they can do the same things when they are not at school, for instance, to have a good conversation with group mates or friends. But during classes exactly a teacher should demonstrate all his knowledge, skills, and good examples and share his own rich experience. All these would not give students an opportunity just to mark time when they work together but to learn new rules words and other things which they even did not suspected or heard of. In the questionnaire everything looks quite obviously. Fourteen students of twenty (14/20) would prefer the modern method, where all people can work together in groups, and to share interesting ideas. However 6 of 20 prefer to work individually, considering it is more time worthy, as well as to be a good training, getting strong results and not only confidence training, but also responsibility developing. CONCLUSION CLT became something usual already; however it is not recognised by all specialists in the language teaching sphere. Many teachers still find it hard to use the CLT method in the class, because of having too different personalities among students. Young people, if to look at the questionnaire results, are not against working together with a partner. Basically they like sharing opinions among the same age group, and afterwards present their views to a teacher together. All this is good, however CLTs freedom make its users less responsible and not very concentrated, mainly, because, a portion of class work is divided for a group of people, which makes the situation easier. People are as if learning to be socially adequate, while should come to learn new things about the language. REFERENCES Communicative Language Teaching: An Introduction and Sample Activities. Available from http://www.cal.org/resources/digest/gallow01.html [Accessed June 3, 2010] Communicative Language Teaching -Disadvantages. Available from http://www.englishcafe.com/chatcafe/group-forum/communicative-language-teaching-disadvantages-32878 [Accessed June 3, 2010]. Communicative Language Teaching: Unity within Diversity. ELT Journal.

Life of a Sensuous Woman and A Vindication of the Rights of Woman Essay

Ihara Saikaku’s Life of a Sensuous Woman written in the 17th century and Mary Woolstonecraft’s A Vindication of the Rights of Woman written in the 18th century are powerful literary works that advocated feminism during the time when women were oppressed members of our societies. These two works have a century old age difference and the authors of both works have made a distinctive attempt to shed a light towards the issues that nobody considered significant during that time. Despite these differences between the two texts, they both skillfully manage to present revolutionary ways women can liberate themselves from oppression laden upon them by the society since the beginning of humanity. In Saikaku’s story Life of a Sensuous Woman, he uses his main character an Old Woman’s story to show how women can be as competent as men if they use their knowledge and experience in a right way. The two men who came to hear the old woman’s story and ask her to help them understand more about life indicates that women do possess the ability to be intellectual and use their knowledge to guide others (Saikaku 594). It is clear that how valuable the old woman’s opinion was to those two men that they came to seek her guidance instead of going to a man. The whole idea of men seeking guidance from a woman during the 17th century is revolutionary. One can comprehend that women are capable of using their knowledge and experience to lead the way to others including men thus becoming a vital member of society. Empowering women continues as the Old Women’s story progresses where Saikaku articulately shows how women can fulfill their own desire and not give into what men expect of them. Old Woman’s young self choosing the exceptional letter writer samu... ...together as equal members of society. Even though the progress has been massive in developed nations, there are still parts of the world that are centuries behind when it comes to women liberation. Therefore, now it is in the hands of liberated ones to pull those who are still living under the cave of oppression and show them the light of liberation. Works Cited Puchner, Martin. Mary Wollstonecraft. The Norton Anthology of World Literature. 3rd Ed. Volume D. Ed. Martin Puchner. New York: Norton, 2013. 133. Print. Saikaku, Ihara. Life of a Sensuous Woman. The Norton Anthology of World Literature. 3rd Ed. Volume D. Ed. Martin Puchner. New York: Norton, 2013. 591-611. Print. Woolstoncraft, Mary. A Vindication of The Rights of Woman. The Norton Anthology of World Literature. 3rd Ed. Volume D. Ed. Martin Puchner. New York: Norton, 2013. 134-136. Print.

Male Circumcision is Unnecessary and Wrong Essay -- Argumentative Pers

Male Circumcision is Unnecessary and Wrong I am opposed to the circumcision of infants. Here are my reasons: The reason circumcision is performed at all is for historical and religious reasons, not for medical reasons. Circumcision is not medically necessary; the medical societies now consider it optional, and will in time recommend against it because of the risks involved. The health benefits claimed are always statistically minor and so do not warrant the practice. Additionally, any putative health benefits mostly relate to adult males; to circumcise a baby today for benefits that are hoped to accrue decades later is unwarranted, because advances in medicine that will occur during those decades may make such prevention unnecessary. Also, to circumcise in the hope of preventi...

Educational Planning Essay

The University has recognized the significance of each unit producing and maintaining Disaster Recovery Plans (also known as business continuity or contingency plans) in order to prepare and address how each unit will continue doing business in the event of a severe disruption or disaster. The Disaster Recovery Planning Team, coordinated by the Client Advocacy Office (CAO) will be the primary resource for assisting each unit with the DRP initiative, by providing education, awareness and tools. The team will work to identify, collect, and organize information and tools for disaster recovery planning and documentation, and disseminate all information to University units in an effective and easily understood manner, so that unit plans may aggressively be developed, tested, distributed, and a copy provided to the CAO for central tracking purposes. After the initial endeavor, the responsibility for providing support will transition from the DRP Team to the Client Advocacy Office. Definitions: Business Continuity is an all-encompassing term covering both disaster recovery planning and business resumption planning. Disaster Recovery is the ability to respond to an interruption in services by implementing a plan to restore an organization’s critical business functions. Both are differentiated from Loss Prevention Planning, which comprises regularly scheduled activities such as system back-ups, system authentication and authorization (security), virus scanning, and system usage monitoring (primarily for capacity indications). The primary focus of this effort is on Disaster Recovery Planning. Developing the Plan: The following ten steps, more thoroughly described in the document that follows, generally characterize disaster Recovery Plans: Purpose and Scope for a Unit Disaster Recovery Plan The primary reason for a unit to engage in business continuity and contingency planning (also known as â€Å"disaster recovery† planning) is to ensure the ability of the unit to function effectively in the event of a severe disruption to normal operations. Severe disruptions can arise from several sources: natural disasters (tornadoes, fire, flood, etc. , equipment failures, process failures, from mistakes or errors in judgment, as well as from malicious acts (such as denial of service attacks, hacking, viruses, and arson, among others). While the unit may not be able to prevent any of these from occurring, planning enables the unit to resume essential operations more rapidly than if no plan existed. Before proceeding further, it is important to distinguish between loss preventi on planning and disaster recovery planning. The focus of Loss prevention planning is on minimizing a unit’s exposure to the elements of risk that can threaten normal operations. In the technology realm, unit loss prevention planning includes such activities as providing for system back-ups, making sure that passwords remain confidential and are changed regularly, and for ensuring operating systems remain secure and free of viruses. Disaster recovery planning focuses on the set of actions a unit must take to restore service and normal (or as nearly normal as practical) operations in the event that a significant loss has occurred. A systematic disaster recovery plan does not focus unit efforts and planning on each type of possible disruption. Rather it looks for the common elements in any disaster: i. . , loss of information, loss of personnel, loss of equipment, loss of access to information and facilities, and seeks to design the contingency program around all main activities the unit performs. The plan will specify the set of actions for implementation for each activity in the event of any of these disruptions in order for the unit to resume doing business in the minimum amount of time. Disaster Recovery Planning consists of three principal sets of activities. 1. Identifying the common elements of plausible disruptions that might severely disrupt critical or important unit operations. . Anticipating the impacts and effects that might result from these operational disruptions. 3. Developing and documenting contingent responses so that recovery from these interruptions can occur as quickly as possible. The major outcome of a Unit Disaster Recovery Planning Project is the development of a unit plan. The plan benefits the unit in that it: †¢ Establishes the criteria and severity of a disruption based on the impact the disruption will cause to the unit’s critical functions. †¢ Determines critical functions and systems, and the associated durations required for recovery. Determines the resources required to support those critical functions and systems, and defines the requirements for a recovery site. †¢ Identifies the people, skills, resources and suppliers needed to assist in the recovery process. †¢ Identifies the vital records, which must be stored offsite to support resumptions of unit operations. †¢ Documents the appropriate procedures and the information required to recover from a disaster or severe disruption. †¢ Addresses the need to maintain the currency of the plan’s information over time. Addresses testing the documented procedure s to ensure their completeness and accuracy. Objective and Goals for a Disaster Recovery Planning Project The primary objective of any contingency plan is to ensure the ability of the unit to function effectively in the event of an interruption due to the loss of information, loss of personnel, or loss of access to information and facilities. The goals for contingency planning are to provide for: †¢ The continuation of critical and important unit operations in the event of an interruption. †¢ The recovery of normal operations in the event of an interruption. The timely notification of appropriate unit and university officials in a predetermined manner as interruption severity or duration escalates. †¢ The offline backup and availability, or alternative availability, of critical components, including: Data files, Software, Hardware, Voice and Data Communications, Documentation, Supplies and forms, People, Inventory Lists. †¢ An alternate method for performing activities electronically and/or manually. †¢ Any required changes in user methods necessary to accomplish such alternate means of processing. †¢ The periodic testing of the plan to ensure its continuing effectiveness. Documentation on the business unit’s plan for response, recovery, resumption, restoration, and return after severe disruption. Contingency planning seeks to accomplish the goals above, while minimizing certain exposures to risks that may impact the recovery and business resumption process, including: †¢ The number of decisions that must be made following a disaster or severe disruption. †¢ Single point of failure conditions in the unit infrastructure. †¢ Dependence on the par ticipation of any specific person or group of people in the recovery process. †¢ The lack of available staff with suitable skills to affect the recovery. The needs to develop, test, or debug new procedures, programs or systems during recovery. †¢ The adverse impact of lost data, recognizing that the loss of some transactions may be inevitable. Conducting the Business Disaster Planning Project There are three phases of a Disaster Recovery Planning Project. †¢ The information needed to identify critical systems, potential impacts and risks, resources, and recovery procedures are gathered in Phase I. †¢ Phase II is the actual writing and testing of the Disaster Recovery Plan. †¢ Phase III is ongoing and consists of plan maintenance and audits. I. Information Gathering Step One – Organize the Project The scope and objectives of the plan and the planning process are determined, a coordinator appointed, the project team is assembled, and a work plan and schedule for completing the initial phases of the project are developed. Step Two – Conduct Business Impact Analysis Critical systems, applications, and business processes are identified and prioritized. Interruption impacts are evaluated and planning assumptions, including the physical scope and duration of the outage, are made. Step Three – Conduct Risk Assessment The physical risks to the unit are defined and quantified. The risks identify the vulnerability of the critical systems, by identifying physical security, backup procedures and/or systems, data security, and the likelihood of a disaster occurring. By definition Risk Assessment is the process of not only identifying, but also minimizing the exposures to certain threats, which an organization may experience. While gathering information for the DRP, system vulnerability is reviewed and a determination made to either accept the risk or make modifications to reduce it. Step Four – Develop Strategic Outline for Recovery Recovery strategies are developed to minimize the impact of an outage. Recovery strategies address how the critical functions, identified in the Business Impact Analysis (step 2), will be recovered and to what level resources will be required, the period in which they will be recovered, and the role central University resources will play in augmenting or assisting unit resources in affecting timely recovery. The recovery process normally consists of these stages: 1. Immediate response 2. Environmental restoration 3. Functional restoration 4. Data synchronization 5. Restoration of business functions . Interim site 7. Return home Step Five – Review Onsite and Offsite Backup and Recovery Procedures Vital records required for supporting the critical systems, data center operations, and other priority functions as identified in the Business Impact Analysis, are verified and procedures needed to recover them and to reconstruct lost data are developed. In addition, the review of the procedures to establish and maintain offsite backup are completed. Vital records include everything from the libraries, files, and code to forms and documentation. Step Six – Select Alternate Facility This item addresses determining recovery center requirements, identifying alternatives and making an alternative facility, site recommendation/selection. Consideration should be given to the use of University resources (e. g. , Administrative Information Services, Computer Lab, or another unit) as alternative sites before seeking outside solutions For further information on alternative University sites please contact the Client Advocacy Office at 517-353-4856. II. Writing and Testing the Plan Step Seven – Develop Recovery Plan This phase centers on documenting the actual recovery plan. This includes documenting the current environment as well as the recovery environment and action plans to follow at the time of a disaster or severe disruption, specifically describing how recovery (as defined in the strategies) for each system and application is accomplished. Step Eight – Test the Plan A test plan/strategy for each recovery application as well as the operating environment is developed. Testing occurs on the plans and assumptions made for completeness and accuracy. Modifications occur as necessary following the results of the testing. This portion of the project is perpetual for the life of the plan.

Integrating Music Experiences In The Classroom Education Essay

Music is a worldwide phenomenon. An enjoyment and grasp of music is apparent in every civilization, yesteryear and nowadays. Adults and kids likewise listen, perform or compose music in a assortment of ways for cultural and personal grounds. In resort areas, places and schools kids dance, drama and sing for enjoyment and societal interaction. In Queensland province schools a specializer music instructor provides pupils with hebdomadal chances to actively prosecute in vocalizing, playing, reading and composing music. However the function and importance of the non-specialist schoolroom instructor to supply music experiences should non be undervalued. By incorporating music activities into day-to-day schoolroom life instructors can make community, enhance acquisition experiences and construct an grasp of Australian and universe civilizations. By supplying chances for pupils to sing, play and make music the schoolroom instructor acknowledges the of import function music plays in the life of every kid. Music and motion activities can be shared experiences that make kids experience portion of a group, promoting cooperation, teamwork and making a sense of community within the schoolroom. As suggested by Carlow ( 2008, p. 4 ) ‘as kids take part in musical activities together, their encephalons, organic structures and Black Marias are engaged and singularly focused in an knowing conjunction activity. ‘ Children can develop societal accomplishments whilst playing musical games necessitating cooperation such as†¦ .. Emotional consequence of music is an plus in the schoolroom. Stress alleviating affects can be utilised to alter the temper in the schoolroom, aid with transitional activities and alleviate subject jobs. Singing or listening to music can be used as a basic schoolroom direction technique to welcome pupils, cue the beginning or terminal of an activity or relax pupils after interruption ( Carlow, 2008 ) Music can enrich and inspire lessons.f rom The benefits of musical activities for kids with physical or cognitive disablements is good researched and can help in making an inclusive schoolroom environment that engenders a shared sense of humanity. Music and motion experiences help develop both sides of the encephalon, an of import determination in recent encephalon research, and contribute to kids ‘s physical, cognitive and linguistic communication development. Experiences with music, which frequently involvement motion every bit good, are memorable because they are non restricted to the mind but besides touch the emotions and affect the senses. Music can heighten the creativeness, assurance and quality of schoolroom acquisition experiences for all pupils. Music accommodates for multiple acquisition manners including kinesthetic through motion and dance, mathematical-logical through bring forthing and listening to music and interpersonal through playing and executing for others. Musical activities and games can help pupils to better their beat, balance and fluidness ( Singer, p. 54 ) . Research suggests that simple exercisings such as walking on a balance beam to a membranophone round will assist better both physical and reading sleight. Using a assortment of beat and pacing may help pupils reading eloquence as a connexion is made and internalised between the ocular words ( length of words ) and the auditory ( words and beat beats ) and the kinesthetic ( body motion ) Singer, p. 54. Comparisons of sounds of assorted music instruments helps pupils to ticket tune their hearing accomplishments and audile favoritism ( Singer, p.55 ) . Music expresses human feeling, kids should see music in such a manner that they are progressively cognizant of composers have used sound to show deeper inner feelings, which like thoughts have transcended people, topographic points and civilizations. It is in the schoolroom that kids can see composition and improvising and doing music for a assortment of times and topographic points. Sense of how humanity expresses itself with sound. Cognitive development, kids solve jobs whilst engaged in music and motion activities, which instrument can be used to do the sound of boom. They create forms with the words they sing or chant, with the gestures they make with their organic structures, and with musical instruments. Children learn about figure constructs as they clap their custodies to a round. They think symbolically when they pretend to walk like an elephant to music.. Music experiences can be organised around jobs, issues or subjects derived from existent life state of affairss, in which precedence is given to active acquisition and significance devising movable and connected to reliable mundane life fortunes ( Eisner, 2004 and Davis, 2005 as cited in Temmerman p. 39 ) . †¦ . Music can heighten our apprehension of ourselves and the universe. Music from different civilizations contributes to our apprehension of both others and ourselves. As pupils sing, drama instruments and listen to music kids are encouraged to see, regard and appreciate the parts of people, civilizations and eras different from their ain. Songs composed or jury-rigged provide kids with a agencies to border the universe through their ain ability to do significance. As suggested by Joseph, p. 27 our universe is progressively going interdependent and all pupils should understand their function in a planetary society. As suggested by Nieto, 2002 cited in Joseph p. 27 â€Å" The boundary lines between civilizations, communities and societies are continually film overing and music serves as an of import ingredient in our multicultural society † . As a cultural passage, the humanistic disciplines embody a states individuality, and music signifiers a large portion of this individuality. Music can be a critical portion of acquisition and find, chances to learn about cultural consciousness and values, understand our cultural heritage every bit good as past and present universe civilizations. Waltzing Matilda has introduced pupils to national history, vocabulary and folk vocals ( Singer p. 55 ) The map of music in the course of study is a facilitative 1, where lessons are a beginning of acquisition and experience that form merely portion of a kid ‘s musical universe and individuality. The specializer music instructor and the schoolroom instructor can value music as a portion of mundane life.MUSIC 1Lesson Title:Year Degree:Time Duration of Lesson:Focused Context for Learning:Specific Learning Objectives for this Lesson:1.2.3.Wayss of WorkingKnowledge and UnderstandingPrior KnowledgeTime in mins Phases of sequenced activities Group organisation/ safety considerations ResourcesORIENTATERhythmic reverberation bangs Singing GreetingENHANCEAnts Go Marching InSts. ask for their Year 1 brother category to sing and execute actions to the vocal. Stairss for activity? Sts. keep custodies with Yr. 1 brother pupil†¦ ( March around etc. ) Mexican Woodpecker ( New vocal ) Teach words & A ; rhythm merely in this lesson.Dragon vocal activityQuestions:What do you cognize about firedrakes? How are firedrakes perceived in Chinese civilization? Watch picture cartridge holder Tchr. explains by the terminal of the unit sts. will be making their ain firedrake vocal, music and actions.. Sts. watch a picture cartridge holder demoing a traditional Chinese firedrake dance. Sts. insight thoughts, features of the Chinese firedrake ( Dragon song thoughts ) Watch picture cartridge holder Sts. usage list of words ( Dragon song ideas ) to make 8 short lines of text about the Chinese firedrake. Tchr points out up/down moving ridges of motion. Appendix 1.1 Appendix 1.2SynthesiseAssessment Techniques and Instruments Teaching Resources Specific for this Lesson MentionsMUSIC 2Lesson Title:Year Degree:Time Duration of Lesson:Focused Context for Learning:Keeping the round to short vocals Know and understand assorted meters ( 2/4, A? , 4/4 )Specific Learning Objectives for this Lesson:1. Perform a round and rhythmic form utilizing organic structure percussion2.3.Wayss of WorkingKnowledge and UnderstandingPrior KnowledgeDragon vocal: Sts. have created 8 lines of text and arranged them in a suited order during a literacy block. Time in mins Phases of sequenced activities Group organisation/ safety considerations ResourcesOrientateENHANCEMexican WoodpeckerGo over words and learn actions in a individual line? The Aardvark ( New Song ) Thatch wordss: Tchr. chants the vocal through one time whilst sts. click fingers to the round. Tchr chants lines 1 and 2 and sts. repetition Tchr chants lines 3 and 4 and sts. repetition Sts. and Tchr. intone the vocal in unison. Teach actions: Tchr. demonstrates actions line by line and sts. transcript Line 1, cast pess Line 2, bang surrogate articulatio genuss with custodies Line 3 bang custodies together Line 4 chink fingers Practice vocal: Sts. and tchr. sing the chant and maintain the beat with organic structure percussion. Dragon Song Activity ( continued ) Divide category into 8 groups. Each group is allocated 1 line from the Dragon vocal they wrote in a literacy block. Making the music ( Dragon song endorsing path ) Sts. listen to CD path 55 Questions: How many beats can you hear in each form? Do you like the sound of the tune? Tchr. explains that endorsing music repeats a steady 5 round concomitant utilizing the pentatonic graduated table Sts. put up a glock with a C pentatonic graduated table and listen to the notes. Each group invent a tune for their line of the vocal devising certain it fits the 5 round form..Appendix 2.1SynthesisePlay a tune to the backup path Each group play their musical concomitant to the 5 round backup path Assessment Techniques and Instruments Teaching Resources Specific for this Lesson MentionsMUSIC 3Lesson Title:Year Degree:Time Duration of Lesson:Focused Context for Learning:Specific Learning Objectives for this Lesson:1.2.3.Wayss of WorkingKnowledge and UnderstandingPrior KnowledgeTime in mins Phases of sequenced activities Group organisation/ safety considerations Gathering groundsOrientateTchr./ pupil recognizingENHANCEThe Aardvark ( rhythmic chant – sing in unit of ammunitions ) Sts. intone the vocal whilst maintaining the beat utilizing organic structure percussion. Divide category in to 2 groups to execute chant as a 2 portion unit of ammunition. Divide sts. into 4 groups and execute chant as a 4 portion unit of ammunition. Mr Noah Rap ( New Song ) Sts. listen to the blame on the Cadmium ( Track 19 with words and carnal noises ) Sts. listen to CD once more clapping the steady round throughout ( 4/4 ) Sts. pattern clapping the round and stating the sound for each animate being Tchr. hands out rhythmic pattern sheet for each animate being Without the Cadmium sts. pattern stating the carnal sounds whilst clapping a steady round.Questions:How many beats does the serpent ‘s hushing spell for ( 4 beats ) What does the crocodile say on each round? ( snip/snap ) How many snip-snaps will we hear for the 4 beats? Class is divided into 6 groups ( one for each of the animate beings mentioned in the blame ) Sts. sing along to CD ( Track 20 – words but spreads where the animate being noises are so sts. can infix )Mexican Woodpecker:Practice vocal and actions togetherChinese Dragon Song:Practice vocalizing and playing to endorsing path In same groups sts. pattern vocalizing and playing their phrase in clip with the 5 steady beats. In groups sts. pattern vocalizing and playing, one group after the following, each get downing on the first of the 5 round form. As each group sing and play their phrase they continue playing the glock to the 5 round form to make melodious phrases that overlap each other. Sts. are familiar with vocal & A ; actions. New activity for sts. start with 2 portion unit of ammunition and so travel to 4 portion unit of ammunition. Observe sts. ability to intone rhythmic forms in unit of ammunition Appendix 3.1 Rhythmic carnal form sheet for each pupil. Wordss to the vocal on IWB.SynthesiseAssessment Techniques and Instruments Teaching Resources Specific for this Lesson MentionsMUSIC 4Lesson Title:Year Degree: In-between Primary ( 3-5 )Time Duration of Lesson:Focused Context for Learning:Specific Learning Objectives for this Lesson:1.2.3.Wayss of WorkingKnowledge and UnderstandingPrior KnowledgeTime in mins Phases of sequenced activities Group organisation/ safety considerations Gathering grounds.OrientateENHANCE:Mr Noah Rap:Clap 4/4 round ( 1, 2, 3, 4 ) ( hands/knees )Q. What vocal have we been larningwith this round? ( Please, Mr Noah ) Organises sts. into 6 groups ( animate beings ) Tchr. We have been utilizing our voices to stand for the animate beings – today we will utilize instruments†¦Q. I have some instruments here, which group shall I give them to?Hand out instruments to each group Tchr. Ask each group to play instruments to their animate beings beat ( all in form on board ) Play â€Å" Mr Noah ‘s Rap † Track ( Optional ) Sts. Singing Mr Noah Rap Each group plays their instrument at the appropriate clip in the vocal maintaining a steady 4/4 round.Ants Go Marching InWith Year 1 brother categoryDragon SongSts. practise Chinese Dragon vocal Go over of import points for a category public presentation Watch music director ( tchr. ) carefully Dressed ore Start and finish with silence Sit mutely when non playing/singing Smile and have funSynthesiseSts. execute their firedrake vocal for Year 1 brother category. Assessment Techniques and Instruments Teaching Resources Specific for this Lesson

Kiva Instead

Instead, informal systems and relationships, including loans from neighbors or relatives, and rotating savings/ credit clubs, have filled this gap. While such solutions have worked for some and are often the only option available, they can be inconsistent and unreliable during times of tremendous need. In addition, poor entrepreneurs can become trapped in vicious cycles of borrowing from local moneylenders, who may demand exorbitant interest rates.Traditionally, banks were unwilling to provide loans to poor entrepreneurs due to the perceived risk. Common concerns included the fact that the unbanked were often illiterate, had no collateral, no prior credit history, and were not employed by anyone other than themselves. However, in 1976, Muhammad Yunus, seen by many s the visionary behind the microfinance movement, bucked conventional wisdom and loaned the equivalent of $27 of his own money to 1 This section is excerpted and modified from the Stanford 6SB case: Equity Bank (A), case no .E-260. Bethany Coates prepared this case under the supervision of Professor Garth Saloner as the basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. Copyright 2008 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. To order copies or request permission to reproduce materials, e-mail the Case Writing Office at: [email  protected] stanford. du or write: Case Writing Office, Stanford Graduate School of Business, 518 Memorial Way, Stanford University, Stanford, CA 94305-5015. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means † electronic, mechanical, photocopying, recording, or 0th the Stantord Graduate School of Business. Kiva E-288 erwise wit hout the permission ot some poor craftsmen in Jobra, Bangladesh.After all of the borrowers repaid, he repeated the experiment with more villages, and over the years, grew his series of xperiments into a multibillion dollar bank that has provided small loans to over 5 million people worldwide. Years later, Yunus noted, â€Å"At Grameen, we don't have any legal instrument between the lender and the borrower†¦. Everybody asks, What will happen if nobody pays back? I say, ‘But everybody pays back, so why should I worry about Grameen Bank charged 20 percent interest and reinvested all but 10 percent of earnings back into its operations.As Grameen grew, other leading microfinance institutions (MFIs), including ACCION International and Opportunity International, began to emerge and based their work on the same old ideas as Yunus: that the poor could reliably repay their loans, with interest, and could use the profits to grow their businesses. Mission-driven, nonprofit MFIs also entered the market. These organizations tended to pursue very rural or otherwise unreachable clients, even at great cost. They were ab le to provide financial services, including credit, tailored to the unique needs and limitations of the poor.

United Monarchy Essay Example | Topics and Well Written Essays - 1250 words

United Monarchy - Essay Example In contradiction, their neighbours were polytheists and worshipped idols of God, and this was a constant temptation for Israelites. There was God’s law which guided Israelites to live righteously but Israelites constantly failed and there was a pattern to this which was recorded by the judges. This pattern was observed prior and during the period of United Monarchy, and can be seen as an explanation of the events: A leader is given by Yahweh to guide Israelites in the righteous path and observe Torah People do not follow and comply by this as they indulge in social injustice or idolatry, or sometimes both. That is, they act against the will of God People are punished for above by God in order to get them back to the righteous path and faithfulness. Punishment is mainly in the form of an attack by the neighbouring people As a result, people turn to God to save them and repent for what they had done A new leader is given by God who saves them from the enemy and the faith in god is restored. The cycle starts again and continues the same way It was established from the above that loyalty to Yahweh would mean prosperity while non-compliance to God’s Torah would result inevitably in disaster. This ideology of one god and the pattern discussed above play an important role in beginning and end of United Monarchy. ... All the tribes of Israelites were led by judges while most of their neighbours where led by kings and threats of attacks and invasions loomed large. This is when the people started demanding a centralised form of government with a single king leading all the tribes. The idea of having a king made great sense to tackle the situation and streamline all their resources and energies to fighting the outside invaders. On the other hand, the idea of having a king was in many ways contradicting the religious beliefs of Israelites. Israelites believed that God was their king and having a human king would be in all sense rejecting the leadership of God. Also Israel was supposed to be a â€Å"holy nation† unlike other nations. There was opposition to having a human king but the pressure was strong to have a permanent human king like other nations at the time. Samuel, the judge, is asked to identify the king to lead the nation but he warns that there would be many negative consequences of having centralised government and there is no guarantee of good leadership. Also he points out that: â€Å"Israelites suffered military defeat because of their infidelity to God not for the lack of king (1Sm 12:9-11). Not even a king will be able to save Israel from the consequences of a disobeying God. In this respect, the institution of monarchy will change nothing.† This cautionary warning is in accordance with the beliefs of Israelites that non-compliance with God’s Torah will lead to dire consequences. Therefore, irrespective of having a king or not if people do not follow the path of God, they will be punished until they vow to walk in the right path again. This ideology sounds right and to go by this, there is no need for the Israelites to have a king as long as

Orthodox Interpretation of Japanese War Memories Essay

Orthodox Interpretation of Japanese War Memories - Essay Example The other argument is based on the assumption of the Allies that the government of Japan has declined in properly addressing the country’s war responsibilities during the war. It is also the view of the English speaking Allies that the people of Japan do not adequately acknowledge the responsibility of Japan during the war. Hence, the Japanese should accept the responsibility of the country during the war and this will propel the Japanese government doing the ‘right’ things in context of the war (Seaton 2). Seaton is of the view that this interpretation is flawed. He attributes this to the fact that there are two varying proportions of the interpretation. One of the proportions is described as the ‘state-centered approach’ whereby there is the political and parlance of the war memory (Seaton 2). The other is described as the ‘culturally determinist’ approach where it is analyzed in both sociological and anthropological focusing on the cha racteristics of the Japanese society as unwilling and conforming (Seaton 3). Why this Interpretation is flawed According to Seaton (p. 9), there are three aspects of how this interpretation is flawed. One of the aspects is that it moves precariously between war responsibility and war memories. This is because war responsibility in the current context is highlighted by constantly by political, moral and legal implications of war conduct. On the other hand, war memories are concerned about the way people see past events from the perspective of today’s context. Although the two aspects are related to some aspect, it is important to note that they are very distinct from each. Seaton (p. 9) asserts that while the Japanese government may refuse to compensate, there are Japanese people and the government that remembers the war. Hence, the way Japanese people feel about the way their government compensating could be based on their memory of the war. The development of memory studies has been greatly enhanced by the society acknowledging the fact that history is based on the environment that is changing constantly. Hence, technological, political, and social environments have affected the way many people are viewing past events. Hence, the Japanese cannot be limited to the environments that were present during the Second World War. There are two paradigms within which war memory and commemoration are studied which are; the political and psychological paradigms (Seaton 9). Seaton in Chapter 3 further argues that although Japan has been accused frequently of failing to address the past, the orthodoxy fails to note the main fact that ‘addressing the past’ is kind of unhelpful because it puts the roles of responsibility and memory into one and in so doing smudges the difference between individual, collective and official narratives. The orthodoxy has put across many texts that argue about Japan failing to address the war responsibility issues officially which has in turn spilled over to the orthodoxy claiming that Japan has an inadequate memory. This has led to observers of the Japanese people on how they remember the war being obscured. It is in this context that the orthodoxy has also ignored to look into how other nations handles their war memory including the English speaking Allies. Hence, the Japanese people are held responsible and in so doing, other nationals who were also responsible for the war have