The ABC Service Agency Essay Example | Topics and Well Written Essays - 2000 words

The ABC Service Agency - Essay Example The ABC Service Agency The committee included six board members and four of our top managerial staff. The board of directors together with other key partners held meetings twice a week to review the mission and the core values of the company. Company staff members were also instrumental in providing support to the committee and review of the draft plan (Bond, 2003). In addition, different stakeholders provided their views on organizational assessment in relation to challenges and opportunities of international business. Executive summary Background The ABC agency was established in 1992 as a volunteer organization to provide support to children with disability. Currently the organization provides support services to over 2,000 children and adults across the United States and it is a major employer. ABC agency support program provides placement and support, Respite care, or planned relief for the caregivers of children and adults with disabilities, and vocational training. The agency also provides informati on and referral services to the community with the aim of providing support to people living with disabilities. Direction and Results Strategic direction and results included in this plan are based on the value that the company places on its customers and the need to utilize available resources for sustainable growth. The company is also keen on identifying opportunities in order to counter possible challenges. Due to the growing need for our services beyond our borders, the agency needs to expand its marketing and operation tentacles to enable it exploit emerging opportunities (Lawrence, Weber & Post, 2005). The five-year plan aim at establishing concrete relationship with the donor community and expand productions and marketing options. We also acknowledge the sensitive role that the company plays in the community. To maintain its position in the society the company seeks to expand its production capacity in order to cater for an expanding market. ABC agency will pursue the follow ing directions The company will review and heighten its existing services to ensure that they are effective and reliable. The company will also assess customer satisfaction index to determine its influence in the international market. The ABC agency will work with humanitarian organizations across the globe to identify possible areas of interests. The agency will also collaborate with leading manufacturer of support equipments around the globe to produce support equipments for people with disability at an affordable cost. The company also aims to collaborate with major technology companies to design an information system that will form its main operation platform. Goals The following goals were drafted following cross consultation with key stakeholders and a detailed analysis of the current business environment. The goals provide a strategic framework that will enable the company achieve its target within the stated time. Service delivery It is evident that the company has become a market leader due to its ability to offer high quality services to its customers. We deal in a highly sensitive environment and, therefore our services are evaluated various parties including human rights and government agencies. We therefore seek to reinforce our service delivery in providing family support, education, and employment opportunities. Human resources ABC agency values its staff and the

Early Cells Essay Example for Free

Early Cells Essay 1 Hypothesis If you soak an egg in vinegar, then the shell will deteriorate and loose centimeters off of its circumference. Data and Observations Time (hrs) Observations Circumference (cm) 0 1. The egg is whole, and has not lost color. 2. The egg was immediately surrounded by bubbles. 3. 14 cm 4. 24 1. The egg appears to have a little bit of color missing. 2. The egg remains firm. 3. 15.5cm 4. 48 1. The eggs shell is beginning to disappear. 2. The shell of the egg is cracking all around. 3. 16 and  ¼cm 4. 72 1. The shell is completely gone, leaving a thin membrane that surrounds the yolk. 2. The egg itself looks flimsy and appears transparent. 3. 17cm Conclusion: Be sure to answer the following reflection questions in the conclusion of your lab report: 1. How much did the egg change in size? (answer should be in centimeter) The eggs size changed by 3 centimeters. 2. Was your hypothesis correct? Why or why not? My hypothesis proved to be correct because the eggs shell did, in fact, deteriorate. 3. Evaluate the lab and data collected. What type of transport occurred in this lab? Explain your answer, including evidence from your experiment to  support your explanation. The type of transport that took place in this lab was active. I believe this is true because the particles moved from an area of higher concentration (vinegar), to an area of lower concentration (the egg). 4. Consider how lettuce or spinach placed in water becomes firm and crisp. Use what you have learned about cell membranes to explain this observation. Lettuce and spinach become firm and crisp when placed in water because the cells absorb the water, and in turn makes the lettuce/spinach bloated with water. 5. If you were to continue this experiment by removing the egg from the water and covering it in syrup, what do you think would happen. Explain your prediction. (If you choose to test your prediction, be sure to allow at least 24 hours before making your observations. And, of course, handle the egg very carefully!) If I were to put the same egg in a syrup solution, I believe the thin membrane that remained would break because passive transport would take place.

The Pioneers and Cars Essay -- American History Asians Essays

The Pioneers and Cars With the popularity of movies like The Fast and the Furious and its sequel Too Fast Too Furious, import car culture has now become mainstream. What had started out as a small subset of Southern California car culture has quickly become part of American culture. In the same way hot rodding of the 50s and muscle cars of the 60s was a cultural lifestyle of the youths of that era, the import scene is now the new car culture of our generation. Car culture runs deeply in California. Hot rodders and street racers daily cruise the streets, all started from Asian Americans' love of import cars and racing. Since most Asian Americans in the late 70s and 80s drove Japanese imports, they could not compete with the much more powerful Detroit muscle cars. This resulted in a street-racing scene consisting solely of modified imports. But a lack of aftermarket parts to make the various Toyotas Hondas and Nissans go faster meant that drivers often used nitrous oxide as the best way to compete. As the competition increased, so did the speed and danger. One Asian American who had a vision to race safely also wanted to race at the local drag strip. Unfortunately the track was only reserved for V8's, Mustangs, or Cameros. Frank Choi set out to form an imports only drag race where the track turned away all the muscle cars. His vision became what is now called the Battle of the Imports, one of the most popular drag series and the first of which was started in 1990. Today there is a professional drag racing series by the National Hot Rod Association as well as the Nopi Drag Racing Association run by an aftermarket company out of Atlanta called Nopi. Some of the best and most popular import ... ...t is known today as the import culture or import scene. It is a set of people who challenged the norms and did what couldn't be done. Nobody thought a front wheel drive car could do the quarter mile in 11 seconds, 10 seconds, 9 seconds and then, 8 seconds. Today front wheel drive drag cars can do 8 second passes. I look to them for inspiration for what I would like my car to be in the future. I hope that I can achieve as much as they have done as the underdog, as an entrepreneur, and doing what they most loved. In an import world dominated by Asian Americans, the scene today has no color lines. It began from Asian American culture's love for cars and wanting to race to proving you don't need a V8 to be fast. As time goes by, the industry will grow and cars will get even faster. Props to the pioneers that wouldn't be denied the chance to do what they love. The Pioneers and Cars Essay -- American History Asians Essays The Pioneers and Cars With the popularity of movies like The Fast and the Furious and its sequel Too Fast Too Furious, import car culture has now become mainstream. What had started out as a small subset of Southern California car culture has quickly become part of American culture. In the same way hot rodding of the 50s and muscle cars of the 60s was a cultural lifestyle of the youths of that era, the import scene is now the new car culture of our generation. Car culture runs deeply in California. Hot rodders and street racers daily cruise the streets, all started from Asian Americans' love of import cars and racing. Since most Asian Americans in the late 70s and 80s drove Japanese imports, they could not compete with the much more powerful Detroit muscle cars. This resulted in a street-racing scene consisting solely of modified imports. But a lack of aftermarket parts to make the various Toyotas Hondas and Nissans go faster meant that drivers often used nitrous oxide as the best way to compete. As the competition increased, so did the speed and danger. One Asian American who had a vision to race safely also wanted to race at the local drag strip. Unfortunately the track was only reserved for V8's, Mustangs, or Cameros. Frank Choi set out to form an imports only drag race where the track turned away all the muscle cars. His vision became what is now called the Battle of the Imports, one of the most popular drag series and the first of which was started in 1990. Today there is a professional drag racing series by the National Hot Rod Association as well as the Nopi Drag Racing Association run by an aftermarket company out of Atlanta called Nopi. Some of the best and most popular import ... ...t is known today as the import culture or import scene. It is a set of people who challenged the norms and did what couldn't be done. Nobody thought a front wheel drive car could do the quarter mile in 11 seconds, 10 seconds, 9 seconds and then, 8 seconds. Today front wheel drive drag cars can do 8 second passes. I look to them for inspiration for what I would like my car to be in the future. I hope that I can achieve as much as they have done as the underdog, as an entrepreneur, and doing what they most loved. In an import world dominated by Asian Americans, the scene today has no color lines. It began from Asian American culture's love for cars and wanting to race to proving you don't need a V8 to be fast. As time goes by, the industry will grow and cars will get even faster. Props to the pioneers that wouldn't be denied the chance to do what they love.

Comment on the Story of an Hour

American female writer whose novel full of fervently consciousness. In her novel The Story of an Hour, she managed to reveal the psychology course of a woman who lived a miserable marriage life due to the lost of freedom and independence and shows feminist consciousness, by the employment of the method of blend and unity of emotion and scenery, the method of contrast, and the method of irony. To begin with, the method of blend and unity of emotion and scenery can be witnessed all around the novel.As far as the fifth paragraph is concerned, it reveals easterly the exhilaration of the protagonist by describing the â€Å"delicious breath in the an, â€Å"a peddler crying his wares†, and â€Å"countless twittering sparrows in the eaves†. The author does not write the glee of the heroine directly, whereas, she chooses to express the pleasure and exciting emotion by applying the emotion on the surroundings with exhilaration. By the employment of the mingling emotion and sett ings, readers tend to be easier to comprehend what the protagonist feels and what the author wants to express.Besides, Kate Chopin is likely to adopt the method of contrast to manifest the feelings of the heroine. Hearing the news of her husband's death, instead of being paralyzed inability, the protagonist's reaction to that is weeping with sudden and wild abandonment at once. By this contrast, readers can notice the distinction of heroine and other women. Unlike the others, she would express her feelings free rather than repress her sadness and some other emotion.In addition, that shows her yearning and pursuit for freedom to some degree, and reveals her female consciousness that woman should be an Independent Individual, of course, Including women In marriage. Actually, the method of irony also characterizes this short novel. At the latter part, here states â€Å"She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life m ight be long. † under the repression of marriage life, she could not be herself.Therefore, all sorts of days that cannot belong to her own are nightmare which could bring her nothing but sense of shudder. While, since her husband passed away, she could retrieve freedom and experience a fresh life of her own. Therefore, she wished that the life might be long. However, It Is the ending that completely shows the Irony. Doctor claimed that the protagonist â€Å"died of the heart disease–of the Joy that kills. Whereas, It was not the Joy but the desperation, that her husband came back alive means her freedom would be deprived again, that killed her.In the end, the heroine was dead but her husband alive. By the way, her heart disease may be metal disease that caused by As the same as men, women are also independent individual and posses freedom and their own life, even if women who have got married. While most female did not hold that consciousness, Kate Chopin was able to a rouse feminist consciousness in the short novel by applying the writing skills of mingling and unity of emotion and settings, contrast and irony.

Management and Leadership Paper Essay

Main Problems One of the problems with this scenario is the on-going conflict between Richard Leeman, Public Relations Chief over the chemical division, and Donna Olson, Public Relations Chief over the mechanical division. Gene Robertson, Public Relations Director for the Western Area Regional Office, has had to review seven cases in the past six months where Richard and Donna have been at odds with one another. As long as they continue to have problems working cohesively together, the issues will have an impact on the entire company. Richard and Donna, though they may be very talented in their respective roles, are a weakness in the strength of the company as a whole. If allowed to continue, the problems between the two will filter through the respective departments individually and collectively when there is a need to interact. Another problem deals with Gene. As the director over Richard and Donna, he has allowed problems to continue. With seven reported issues over the past six months, and now the current problem at the public relations dinner, Gene is not doing his job as an effective leader to fix a problem that could cause long-term damage to the organization as a whole. If the problems with setting up for the event had been visible to the guests, the effects could have had a negative impact on the company’s future business relationships. It may be that Gene has an issue dealing with conflict resolution. There may also be an underlying issue with Richard’s respect and / or trust in Gene’s decision-making skills. This is believed to be a possibility since Gene instructed Donna to organize the event and Richard felt it necessary to intervene. It is obvious Richard has no respect for Donna, and very likely Donna has no respect for Richard. Another issue with Gene: though he thought hi s instructions were clear that Donna was in charge of the event, it may be that Gene did not effectively communicate this to Richard. Possible Solutions Gene must get this issue under control immediately. According to the case study, the problems between Richard and Donna have not affected the employees under each of them, and the information has not leaked up to Alfred Gamble, the Western Area Regional Manager. In order to be able to keep Richard and Donna in their roles, Gene must address their issues with one another through conflict resolution. It is not uncommon for talented people to have trouble communicating with others, especially those that are similar in leadership styles. It is the responsibility of their leader to address these issues and get them working well with one another. Other considerations may be to reorganize the leadership structure so these two do not have direct interaction with one another. The other consideration is to address performance issues, which could lead to the termination of Richard, Donna, or possibly both of them. Terminating one and not both may lead to on-going problems between the one that i s kept and the next leader promoted to the vacated position. Recommendations Cultures of organizations are developed upon the empowerment of the individual†¦Employees who are empowered are more proactive and can better achieve their goals while being self-sufficient (Brown & Harvey, 2011). A variety of behavioral intervention strategies, such as employee assistance programs, conflict resolution training, wellness and fitness programs and team-building exercises, may prove beneficial in improving the interaction between not only Richard and Donna but all leadership within Steele Enterprises. Gene may even benefit from some personal leadership training programs, one being how to handle conflict resolution, coaching and employee performance improvement planning. Stress management is beneficial to any high performing teams. The role analysis technique is used to clarify role expectations which could increase team cohesiveness and allow them to function better and at a higher level. Role profiles enable teams to better understand the importance of each divisi on’s responsibilities. References Brown, D. R. (2011). Process Intervention Skills. In S. Yagan, E. Svendsen, & J. Collins (Eds.), An experiential approach to organizational development, eighth edition (pp. 198-222). New Jersey: Prentice Hall.

Why Write a Follow Up Email After Sending Resume

Why Write a Follow Up Email After Sending Resume Writing resumes is often a huge, anxiety-ridden feat. You need to follow certain rules to complete a resume. But dont worry you can always ask our experts to write your resume. After sending resumes, most people want to sit back and relax, considering their part of the job hunt over. However, theres an important step after youve sent out your resume. Ignoring it may cause you to miss some opportunities. Sending a follow-up email can make the crucial difference between getting a call for an interview or getting left in the discard pile. A follow-up email accomplishes a lot of things: It ensures that your email wasnt lost and/or that your resume made it into the right hands. It shows that you have initiative and that youre really interested in the position. Even if the hiring manager already looked through your resume, sending a follow-up email will cause them to pay special attention to it. When sending out your follow-up email, bear the following tips in mind: Send a Message to Your Contact If you happen to have a contact within the company you applied to, go ahead and send them a message letting them know that you sent your resume but havent had a response yet. They may be able to give you an insiders scoop on why not. It could be that the hiring manager is on vacation or the company is in the middle of a major overhaul. Or this may just be standard for them to take a long time before replying. Any heads up you can get from your contact will help you relax a little bit while you wait for a reply. Send a Message to Human Resources If you dont have a contact and you sent your resume blind, then you should do some research to find out who the companys human resources head is and shoot them an email about your resume. Sending an email directly to them will make you stand out from the crowd who didnt put the time or effort into finding out who would be hiring them. Be Brief Your message should be around 100 words. Dont ramble or bring up non-relevant topics. Be professional. Introduce yourself by including your full name and job title. Then include your reason for writing: I sent my resume to your company on December 5th and would like to make sure that it was received. Restate Your Skills and Experiences Go ahead and summarize your resumes highlights. This will help trigger their memory if they did read your resume and hopefully spark their interest in reading it if they havent. I have a Masters in Fine Arts and worked for five years as director of the Museum of Modern Art in San Francisco. Ive recently relocated to New York and am seeking a position at your museum. Thank Them for Their Time Showing some courtesy goes a long way. A lot of hiring managers are busy and its a drag to read resumes and check references so make sure you tell them: Thank you for taking the time to consider my resume. Re-attach Your Resume If, for some reason, your resume got lost in cyberspace or if they havent gotten around to reading it yet, make it easy for them. You can also benefit from such a situation because you will have one more chance to check if everything is good with your resume. You can even strengthen your resume by adding good adjectives for resume that you can find on our blog. Go ahead and re-attach your resume so they can have it at their fingertips after reading your email. That way they dont have to go digging around through their email to find it. If after looking through your resume, youve found out that it should be rewritten, follow these 8 steps to writing a magnetic resume. Send Another Email After Two Weeks If you havent heard back from them after two more weeks, go ahead and shoot off another email. Follow the same protocol as above, only this time its not necessary to re-attach your resume. And Another Two Weeks Later Try one more time, and if you dont hear back after that, you might have to accept that you struck out on this one. At least then you can start to focus your energy on other companies and will hopefully have earned some other interviews by then. Have any resume tricks up your sleeve? Wed appreciate your comments and suggestions!

Free Essays on John Donne And Metaphors

The use of metaphors can greatly influence the effectiveness of an author’s message, when used correctly. John Donne turns this tool into an art form in his poetry as he weaves absurd relationships between two or more seemingly unrelated ideas. Not only does this make his poems much more entertaining but it also helps to express his ideas in a very vivid manner. This helps the reader to relate to and more fully understand the complexity of the feelings being expressed. One good example of Donne’s use of absurd metaphors is in the poem entitled â€Å"The Flea†. In this poem the flea is used in a humorous matter in order to down play the female’s reluctance to give up her virginity. In lines 1 and 2 Donne begins by telling the female how unimportant her virginity is. In order to back this up he continues by presenting the first, and main, metaphor that the flea is sex between these two lovers. At first this seems absurd but it is made to work by Donne laying out plainly how he came to the conclusion that the flea is the same as sex. In line 4 the point is made that when the flea bit the male and the female the bodily fluids of the two were immediately mixed within the flea. Donne goes on to tie in how this proves that sex between the two will not be a big deal by saying, â€Å"Thou know’st that this cannot be said a sin, or shame, or loss of maidenhead† (lines 5-6). He also points out that the flea did this without the permission of either of them and did nothing to court them. Donne’s use of metaphors continues in the second stanza as the female is about to kill the flea. The death of the flea is portrayed as a tragic event, compared to killing three people at once. It can be argued that this is a reference to the holy trinity, which makes the metaphor even more absurd and also makes it that much worse to kill this flea. In lines 12-13 three more metaphors are stated as the flea is compared to â€Å"you and I†, ï ¿ ½... Free Essays on John Donne And Metaphors Free Essays on John Donne And Metaphors The use of metaphors can greatly influence the effectiveness of an author’s message, when used correctly. John Donne turns this tool into an art form in his poetry as he weaves absurd relationships between two or more seemingly unrelated ideas. Not only does this make his poems much more entertaining but it also helps to express his ideas in a very vivid manner. This helps the reader to relate to and more fully understand the complexity of the feelings being expressed. One good example of Donne’s use of absurd metaphors is in the poem entitled â€Å"The Flea†. In this poem the flea is used in a humorous matter in order to down play the female’s reluctance to give up her virginity. In lines 1 and 2 Donne begins by telling the female how unimportant her virginity is. In order to back this up he continues by presenting the first, and main, metaphor that the flea is sex between these two lovers. At first this seems absurd but it is made to work by Donne laying out plainly how he came to the conclusion that the flea is the same as sex. In line 4 the point is made that when the flea bit the male and the female the bodily fluids of the two were immediately mixed within the flea. Donne goes on to tie in how this proves that sex between the two will not be a big deal by saying, â€Å"Thou know’st that this cannot be said a sin, or shame, or loss of maidenhead† (lines 5-6). He also points out that the flea did this without the permission of either of them and did nothing to court them. Donne’s use of metaphors continues in the second stanza as the female is about to kill the flea. The death of the flea is portrayed as a tragic event, compared to killing three people at once. It can be argued that this is a reference to the holy trinity, which makes the metaphor even more absurd and also makes it that much worse to kill this flea. In lines 12-13 three more metaphors are stated as the flea is compared to â€Å"you and I†, ï ¿ ½...

An Overview of the Declaration of Pillnitz

An Overview of the Declaration of Pillnitz The Declaration of Pillnitz was a statement issued by the rulers of Austria and Prussia in 1792 to try and both support the French monarchy and forestall a European war as a result of the French Revolution. It actually had the opposite effect and goes down in history as a terrible misjudgment. The Meeting of Former Rivals In 1789, the French Revolution had seen King Louis XVI of France lose control of an Estates General and a new citizen government form in France. This didnt only anger the French king, but most of Europe, who were monarchies less than pleased about citizens organizing. As the revolution became more extreme in France, the king and queen became practical prisoners of the government, and calls to execute them grew. Concerned about both the welfare of his sister Marie Antoinette and the status of brother in law King Louis XVI of France, Emperor Leopold of Austria met with King Frederick William of Prussia at Pillnitz in Saxony. The plan was to discuss what to do about the way the French Revolution was undermining royalty and threatening family. There was a strong camp of opinion in western Europe, led by members of the French aristocracy who had fled the revolutionary government, for armed intervention aimed at restoring the full powers of the French king and the whole of the ‘old r egime’. Leopold, for his part, was a pragmatic and enlightened monarch who was attempting to balance his own problem-riven empire. He had followed events in France but was afraid intervention would threaten his sister and brother in law, not help them (he was completely right). However, when he thought they had escaped he rashly offered all his resources to aid them. By the time of Pillnitz, he knew the French royals were effectively prisoners in France. The Aims of the Declaration of Pillnitz Austria and Prussia were not natural allies given recent European history, but at Pillnitz they reached an agreement and put out a declaration. This was couched in the diplomatic language of the day, and had a double meaning: taken at face value it issued a rebuke to the revolutionary government, but in practice was meant to produce a limitation on calls for war, restrict à ©migrà © princes and support the royal party in France. While it stated that the fate of the French Royals was of â€Å"common interest† to Europe’s other leaders, and while it urged France to restore them and made threats if harm came to them, the subtext was in the section saying Europe would only take military action with the agreement of all the major powers. As everybody knew Britain would have nothing to do with such a war at that point, Austria and Prussia were, in practice, not tied to any action. It sounded tough but promised nothing of substance. It was a piece of clever wordplay. It was a total failure. The Reality of the Declaration of Pillnitz The Declaration of Pillnitz was thus designed to assist the pro-royal faction in the revolutionary government against the republicans rather than threaten a war. Unfortunately for the state of peace in Europe, the revolutionary government in France had developed a culture that did not recognize subtext: they spoke in moral absolutes, believed that oratory was a pure form of communication and that cleverly written text was disingenuous. Thus the revolutionary government, especially the republicans agitating against the king, were able to take the Declaration at face value and portray it as, not just a threat, but a call to arms. To many scared Frenchmen, and to many agitating politicians, Pillnitz was a sign of invasion and contributed to France engaging in a pre-emptive declaration of war and the mirage of a crusade to spread liberty. The French Revolutionary Wars and Napoleonic Wars would follow, and both Louis and Marie would be executed by a regime made even more extreme by Pillni tz.

Animal Testing Essay Example | Topics and Well Written Essays - 1750 words

Animal Testing - Essay Example This paper stresses that the law has provided different safeguards that prohibit the mistreatment of animals whether at homes, in the laboratories or even while they are in their natural habitats. The essence of the establishment of such laws is to ensure that animals are safeguarded from being subjected to painful and other physical suffering by humans. Thus, if the law could go all the way to establish safeguards that alleviate different forms of animal suffering that might be caused by their interactions with humans, it is logical that animal life is considered equally important. However, there is no need for laws that safeguard animals from being subjected to different forms of mistreatment by humans, if the animals can also be subjected to even worse treatment in the laboratories and other medical experimentation facilities. This report makes a conclusion that animal testing has been applied productively throughout the human history, in order to develop different medication and treatment procedure for humans. While this is a noble outcome of animal testing, many animals have suffered and others lost their lives in the process, with over 2 million animals being subjected to animal testing every year in the USA alone. The time and financial costs involved in animal testing are also huge, yet there are cheap technological alternatives which may give similar results while utilizing less time and resources. Due to the fact that all life is precious, whether animal or human life, there is a need to abolish animal testing. In its place, different alternatives that are time and financially cheaper, yet not costly in terms of lives lost and suffering endured by the animals can be adapted.

Short answer questions Coursework Example | Topics and Well Written Essays - 500 words

Short answer questions - Coursework Example With two workers, Karen would make 40 stethoscopes ($400), but pay $200 in wages, giving a profit margin of $200. With three workers, Karen would make 55 stethoscopes ($550), but pay $300 in wages , giving a profit margin of $250. With four workers, Karen would make 65 stethoscopes ($650), but pay $400 in wages, again giving a profit margin of $250. With five workers, Karen would make 70 stethoscopes ($700), but pay $500 in wages, giving a profit margin of $200. With six workers, Karen would make 73 stethoscopes ($730), and give $600 in wages, meaning the profit margin is only $130, and with seven the profit margin is only $40. Taking all of this into account, it would seem that Karen should hire 4 or 5 workers, as these options both give a $250 profit margin and this gives the profit-maximizing level of output. This can be found using the formula: 2. Given the information from question 1, now say that the workers whom Karen hires get trained in new technology and learn new skills. This causes them to become more productive. Karen’s firm is the only firm to use this technology, and training does not improve the productivity of workers in firms outside of Karen’s firm. a) Will this change the quantity of workers whom Karen hires? Explain your answer. b) Will this change the wage rate of the workers in Karen’s firm? Explain your answer. (5 points) b- Different skill levels often equate to a difference in pay, and in this case Karen has hired workers trained in new technology with skills that cannot be found outside her own firm. The difference in pay rates for skilled workers can be seen as a compensation for aquiring skills (which may mean the worker has not been earning for some time) or for simply going through the lengthy and sometimes difficult process of aquiring these skills (Baumol, 2011). Additionally, as this technology is not available at other firms, workers need to have an incentive to work for Karen and undergo the relevant training, and

American Education is Failing (High School) Research Paper

American Education is Failing (High School) - Research Paper Example This is having a negative affect on students. They listen to too much music and much of it sends them the wrong message about how they should live their lives. Some of the most famous and popular musical artists today use excessive swearing, glorify drugs and promiscious sex, and, in their personal lives, set a bad example for young people. These are serious concerns that policymakers do not pay enough attention to. Students sometimes listen to their iPods when they should be listening to their teacher. Their money and savings are being wasted on music that is offensive and setting a bad example for them. Another serious media problem in our world today is cyber bullying. It is one that is becoming increasingly difficult to handle. It occurs in hundreds of different formats in the Internet world via – Skype, email, photograph, video, YouTube, MSN, Facebook, chat rooms, MySpace, etc. With all of these different transportation modes for online bullying it is extremely hard to mo nitor. There have been several suicides that have been directly linked to cyber bullying via social networking sites such as Facebook. In these social networking sites individuals have the ability to victimize their subjects in dozens of ways (Campbell, 70). They can set up group bullying sites that target an individual, post rude comments on their walls, and tag them in incriminating photographs. The act can spread from one person to hundreds of people in a matter of seconds. There is often a divide between in-person bullying and cyber bullying. Many subjects that partake in cyber-bullying would never do it in person. They are aware of the etiquette that goes along with interacting in the real world yet fail to recognize the same etiquette in the cyber world. In the Internet world individuals face a disconnect. They do not see their victim nor do they have the opportunity to see their emotions. Individuals often forget that they are dealing with a real live human being

Creativity in Research Essay Example | Topics and Well Written Essays - 750 words

Creativity in Research - Essay Example (Harnard quoted by Rwegasira, 2003). The most creative individuals like Einstein and Poincare relied on cerebral serendipity that can be defined as "gathering together the elements and constraints out of which a creative solution is (hoped) to arise and then consign the rest to the (unconscious) "combinanational play" of chance, with intuition perhaps helping to suggest which combination might be useful." (Rwegasira, 2003). Major point #3: Most of the time the creative process depends on the power of imagination and inspiration (hunches) much more than on a the use of logic or reason or a conscious effort. Inspiration or lateral thinking is really needed for the creative process to be successful in finding valuable and new insights. Author's supporting evidence or exampl... Author's supporting evidence or examples for major point #3: Rwegasira (2003) points out that Plato emphasized the importance of inspiration in the creative process by signaling that inspiration is a product of imagination, and Cannon also attributes a very importan role to imagination and hunches in creativity. Rwegasira (2003) remarks that Poincare explains that even though formal logic methods are elementary and certain, they are not enough in the process of creativity. Besides that, logic is unable to build a proof, which can be achieved with the help of intutition. The unskilled chess player is a clear example of the facts stated by Poincare. He/she knows how to move the pieces but doesn't understand how to play like a master. Major point #4: For imagination to be effective, the researcher should have an open and flexible frame of mind. Rwegasira (2003) states that "Creativity requires imagination and imagination requires freedom of mind in turn." Author's supporting evidence or examples for major point #4: Rwegasira (2003) gives some examples with dots forming triangles and circles, as well as drawing straight lines from 9 dots to point out that flexible and open thinking is necessary to take advantage of imagination. Rwegasira (2003) also remarks not to have pre-conceptions on a problem or biases or attitudinal rigidity in order to use the power of imagination to enhance creativity. Being open in beliefs and reasonably independent in mind and decisions are necessary conditions for the researcher to be creative. In this line of thinking, "dogmatism, prejudices, bigotry, single-track-mindedness, conceptual foreclosure to experience and lack of freedom of thought and of self-expression are inimical to imagination and creativity."

Breathless and Bonnie and Clyde as Variations of the Outlaw Couple on Essay

Breathless and Bonnie and Clyde as Variations of the Outlaw Couple on the Run Story - Essay Example Thus, films of the same genre were perceived differently by the viewers. One example of this the way viewers perceive Bonnie and Clyde and Breathless in two different contexts given the tone developed by the movie. While the director, Arthur Penn infused both tragedy and comedy in the movie, Bonnie, and Clyde, Breathless’s director, Jean-Luc Godard explored only the element of tragedy in this movie. In this paper, we attempt to compare both the movies in the way they were differently presented by the viewers while belonging to the same sub-genre.The Outlaw Couple on the Run is a sub-genre often associated with crime movies. This sub-genre became popular in the 1990s with movies such as Bonnie and Clyde. Even though this genre existed earlier with movies such as They Live by the Night and Gun Crazy but the name was coined after Arthur Penn’s Bonnie and Clyde. A movie is classified in the sub-genre of outlaw couple on the run when it has three elements namely, outlaws, co uple and being on the road (Cook, 122). The couples within the outlaw movies break social order and construct their own order. Though they are not sincere towards their government or towards another entity, they have a sense of belonging and responsibility towards their partners. Thus, the couples in such movies do not fit in dictates of the society and for this reason; they are shunned by the society. However, since they are the protagonist of the movie, the viewers accept them with their faults and are even willing to support them despite the crimes they have committed.One element that makes such movies so popular is the majestic landscape presented in the movie. As the couples take to the road, they explore the different parts of the country and this increases the appeal of the movies for the audience.

Analyis Essay Example | Topics and Well Written Essays - 1000 words

Analyis - Essay Example His tempers during the play make him so bitter and emotional making him do and say things without thinking of the consequences. Hamlet’s father’s death is the reason behind him acting all crazy and angry. He is planning to revenge for the death of his father, so his acting crazy is actually part of the plan. However, his antic disposition leads him into making very insane decisions, which may prevent him from administering his initial plan. As he is making sure he makes it believable that he is mad, some of his actions mess up his plans, and he has to work towards making it possible. After the death of King Hamlet, his father, he immediately starts acting all crazy. This was also powered by the fact that Hamlet did not get a chance to mourn his father. He was supposed to accept the news and carry on with life. Hamlet could not come into terms with the fact that his father was dead, and it seemed so fine. He was actually not allowed to mourn at all. His mother and uncle would say heartbreaking things to him, and this would make him feel so bad. His Uncle Claudius then married his mother and they carried on with life so well like nothing had happened. These events happen so fast and Hamlet cannot really understand why his father died, and why his mother moved on so fast with no pain of loss. He is therefore distracted from that moment and starts his antic disposition. ... He even threatens Marcellus and Horatio that he will kill them if they do not let him go. They finally agree to let him leave but follow him closely. The ghost seen by Hamlet is the first thing that proves his insanity through his antic disposition. Hamlet decides to follow the ghost to wherever he will be led to; ignoring the fact that he can be exposing himself to great danger. Hamlet’s antic disposition starts to practically control his mind when he decides to follow the ghost. He does not realize that he is risking his life by doing that, and this shows that he is actually going mad. It could be impossible for Hamlet to follow the ghost without realizing the risk if he was sane. This action thus marks the beginning of a series of events that are controlled by his antic disposition, which could lead to actual insanity. According to Marcellus, the appearance of the ghost meant that there was something very wrong with the state of Denmark. It meant that the worst was about to happen. Hamlet’s antic disposition would not allow his mind to think straight and figure out why the ghost was there. Instead, he was so curious, anxious and eager to finding out what the ghost had to say. In that case, Hamlet did not prepare himself for what would become of the ghost’s visit. A lady by the name Ophelia was the love target for Hamlet. He showed love to her and spent as much time with her as he could. He would assure her of his love towards her and give her promises. Ophelia was so excited by the fact that the prince of Denmark loved her. She was always there for him, to listen to and make him happy. She was fully convinced that Hamlet was in love with her, but later her father and brother told

Breathless and Bonnie and Clyde as Variations of the Outlaw Couple on Essay

Breathless and Bonnie and Clyde as Variations of the Outlaw Couple on the Run Story - Essay Example Thus, films of the same genre were perceived differently by the viewers. One example of this the way viewers perceive Bonnie and Clyde and Breathless in two different contexts given the tone developed by the movie. While the director, Arthur Penn infused both tragedy and comedy in the movie, Bonnie, and Clyde, Breathless’s director, Jean-Luc Godard explored only the element of tragedy in this movie. In this paper, we attempt to compare both the movies in the way they were differently presented by the viewers while belonging to the same sub-genre.The Outlaw Couple on the Run is a sub-genre often associated with crime movies. This sub-genre became popular in the 1990s with movies such as Bonnie and Clyde. Even though this genre existed earlier with movies such as They Live by the Night and Gun Crazy but the name was coined after Arthur Penn’s Bonnie and Clyde. A movie is classified in the sub-genre of outlaw couple on the run when it has three elements namely, outlaws, co uple and being on the road (Cook, 122). The couples within the outlaw movies break social order and construct their own order. Though they are not sincere towards their government or towards another entity, they have a sense of belonging and responsibility towards their partners. Thus, the couples in such movies do not fit in dictates of the society and for this reason; they are shunned by the society. However, since they are the protagonist of the movie, the viewers accept them with their faults and are even willing to support them despite the crimes they have committed.One element that makes such movies so popular is the majestic landscape presented in the movie. As the couples take to the road, they explore the different parts of the country and this increases the appeal of the movies for the audience.

Technical Writing Essay Example | Topics and Well Written Essays - 1000 words

Technical Writing - Essay Example Constructing the charts using the computers is much easier than constructing it manually. However, although the constructing the charts by computers is easier, the guidelines for constructing the charts both manually and by using computers are similar. The pie charts must always be numbered as figure 1 or figure 2 and so on. However, if the visual (chart) is one, the numbers are excluded. The charts must also have a title and each segment or sector must be labelled concisely and clearly. In addition, arrows or lines should be used if necessary to link the labels to the segments (Picket, Laster and Staples, 2001). The chart below is an example of a pie chart. The chart is prepared by computer software graphic. It represents the total expenses of a student in Linfield College per term. These are estimates of his expenses for one of the terms in the 2011-2012 year of study (Linfield College, 2011). College Expenses per Term Item Amount($) Percentages (%) Accommodation 2,490 8.987547374 Personal expenses 1,100 3.970402454 Telephone/Internet 550 1.985201227 Food 3,000 10.82837033 Laundry/Personal Hygiene 430 1.552066414 Clothing/Entertainment 1,000 3.609456777 Transportation (local) 375 1.353546291 Tuition 16,050 57.93178127 Books and Supplies 700 2.526619744 Board (Standard) 2,010 7.255008121 Total 27,705 100 Question 5.12 Bar charts Bar charts are also referred to column charts or bar graphs. Just as the pie charts, bar graphs are also simple and very useful visuals because they permit easy comparison of proportions or amounts. Bar charts are composed of one or more vertical or horizontal bars that are equal in width and length. Bar charts can either be column charts or bar charts. Column charts are those with vertical bars whereas bar charts are those with horizontal bars. The bars, whether vertical or horizontal, are usually separated so as to improve their appearance and readability (Picket, Laster and Staples, 2001) . In representing multiple data in bar chart s, multiple bars with different colours, shading or cross-hatching may be used to show different divisions. Bars charts can also be designed manually or by computer graphic software. Preparation using the computer is easier provided one has the knowledge of using the software. Like a pie chart, a bar chart must also have a title and the bars together with the axes must be well labelled. The charts must also be numbered as figure 1 or figure 2 and so on if they are more than one (Picket, Laster and Staples, 2001). The figure below is an example of a bar chart. The bar chart is a column chart representing the annual retirement plan of Gomez. The retirement plan is paid by Roy Gomez who earns an annual salary of $ 50,000, Comal County and the state. Gomez’ Annual Retirement Plan Payer Amount ($) Gomez 2500 Comal County 2000 State 1000 Total 5500 Question 5.3 Estimated Preparation Time for IRS Form 1040A Visuals are images that relay information. Although written language is the most common mode of communication used in the workplace, images such as charts, graphs and tables are also required to support the information passed by written language. However, the visual language used must be suitable to the intended persons and purpose regardless of the subject matter. Therefore, since the response of the audience to visual information is

Culture and Special Education Essay Example for Free

Culture and Special Education Essay In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions stories of mistold history, socio-political issues, racism, the misuse of science and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kaniaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kaniaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on in their own minds the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasnt being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each students meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I cant read so why would I work at it. Dont you know I cant do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Violence on Televison :: TV Violence

The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways. Violence on Televison :: TV Violence The Effects of Violence on Television What has our society come to these days? Everywhere we look, violence is present; in the streets, back alleys, school, and even at home. Even if one might be a pacifist, violence will seep its way into our homes through the television. Some children that see violence on television are pulled into its harmful deceptions of problem solving. Scientists have tried to explain why children are so amused by a big glowing box and the action that takes place within it. Research shows that television is a major source of violence for children. This research shows us that violence appeals to every audience, including children. The effects have been seen in a number of cases. One example, from Alabama, was when a nine-year-old boy received a bad report card from his teacher. He suggested to one of his friends that he send the teacher poisoned candy as revenge. He had seen the same scenario on television the night before. In California, a 7 year old boy sprinkled ground-up glass into the lamb stew the family was to eat for dinner. When asked why he did it he replied that he wanted to see if the results would be the same in real life as they were on television (Howe 72). Some people might not accept a child’s diversion of blame, but it must be pointed out that all of children claimed to have seen a similar act on television. We should not hold television directly responsible for these acts, but understand that it is television that plants a violent seed in the minds of these children. Some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child. This can force the child into a kind of premature maturity. As the child matures into an adult, he can become bewildered, have a greater distrust towards others, a superficial approach to adult problems, and even an unwillingness to become an adult (Carter 14). Others see television as an unhealthy imposition into a child’s learning process, substituting easy pictures for the discipline of reading and concentrating and transforming the young viewer into a hypnotized non-thinker (Langone 48). As you can see, television violence can disrupt a child’s learning and thinking ability, which will cause life long problems. The television violence can cause actual violence in a number of ways.

tyger :: essays research papers

The Tyger In the poem the tyger William Blake shows a lot of symbolism, imagery, and irony. He likes to explain to his audience how he writes with all the knowledge he knows. Reading this poem makes me think of how a person feels when he is taken advantage of at work. Like when ones work is difficult to cope with, suffering, and pain is all that is left. It seems to that in the end all the pain endured happens to what is left for this person and suffering is what hurts the most. William Blake shows symbolism in this part of the poem, â€Å" In the forest of the night,†Ã¢â‚¬ ¦. (line 2). This part shows that you can be trapped from your work or even your life. â€Å" what immortal hand or eye could frame thy fearful symmetry?’† ( line 3-4). This part shows how much struggle he has in his life and all the pain he feels in his life. â€Å" in what distant deeps or skies burnt the fire of thine eyes.† (line 5-6). He shows his emotions and how much anger that was built up in his heart. He feels like crying because he is frustrated. â€Å"What the hammer? What the chain†. ( line 13). This shows that his been treated like a slave and has endured what slaves endued like working on the rail roads. â€Å"When the stars threw down their spears, and watered with their tears, (lines 17-8). Shows that he has mellowed down and is ready to accept all that has happen to him. â€Å"Did he smile his work to see? Did he who made the lamb make thee? â€Å"( lines 19-20). He is talking to god and its bringing out his emotions. Asking for forgiveness and wants to be treated normal in his life.† Tyger! Tyger! Burning bright in the forest of the night,† ( lines 21-22). This phrase started in the beginning and ended at the end. Its because it’s the true meaning behind the whole poem no matter what you do or how hard you work there is always something that gonna take you down. throughout the poem I have seen a lot of Irony and symbolism. The parts that I chose from the poem brings out a lot of pain, suffering, hard work. tyger :: essays research papers The Tyger In the poem the tyger William Blake shows a lot of symbolism, imagery, and irony. He likes to explain to his audience how he writes with all the knowledge he knows. Reading this poem makes me think of how a person feels when he is taken advantage of at work. Like when ones work is difficult to cope with, suffering, and pain is all that is left. It seems to that in the end all the pain endured happens to what is left for this person and suffering is what hurts the most. William Blake shows symbolism in this part of the poem, â€Å" In the forest of the night,†Ã¢â‚¬ ¦. (line 2). This part shows that you can be trapped from your work or even your life. â€Å" what immortal hand or eye could frame thy fearful symmetry?’† ( line 3-4). This part shows how much struggle he has in his life and all the pain he feels in his life. â€Å" in what distant deeps or skies burnt the fire of thine eyes.† (line 5-6). He shows his emotions and how much anger that was built up in his heart. He feels like crying because he is frustrated. â€Å"What the hammer? What the chain†. ( line 13). This shows that his been treated like a slave and has endured what slaves endued like working on the rail roads. â€Å"When the stars threw down their spears, and watered with their tears, (lines 17-8). Shows that he has mellowed down and is ready to accept all that has happen to him. â€Å"Did he smile his work to see? Did he who made the lamb make thee? â€Å"( lines 19-20). He is talking to god and its bringing out his emotions. Asking for forgiveness and wants to be treated normal in his life.† Tyger! Tyger! Burning bright in the forest of the night,† ( lines 21-22). This phrase started in the beginning and ended at the end. Its because it’s the true meaning behind the whole poem no matter what you do or how hard you work there is always something that gonna take you down. throughout the poem I have seen a lot of Irony and symbolism. The parts that I chose from the poem brings out a lot of pain, suffering, hard work.

A Book Report on A Slant of Sun: One Child`s Courage

A Slant of Sun: One Child’s Courage was named Best Book of the Year by Salon magazine and The Philadelphia Inquirer. The book is also a finalist for the 1998 National Book Award for Nonfiction. A Slat of Sun was quickly regarded as a contemporary classic, as it was highly commended for its heartwarming story about love in the face of a great challenge between mother and son.This book is a personal memoir of Beth Kephart, about her son, Jeremy, who had a PDD diagnosis. Kephart narrates her family’s search for medical and therapeutic assistance, as well as the answers she had found serendipitously along her way. In the face of a great challenge, a mother rediscovers herself and life in general. She lives with her family in Pennsylvania.According to one of the book reviews available online, A Slant of Sun: One Child's Courage â€Å"gives voice to all of the mothers who ever wondered about their child’s â€Å"difference,† [and] the revised definition of mothe rhood in the shadow of disability,† (Gabovitch, 2002).Another review says, â€Å"Kephart's fears that her own maternal failings are somehow implicated in Jeremy's problem stand out as the emotional core of this memoir. Her faith in her son, perseverance, and eventual acceptance of herself play as important a role in his healing process† (DiLucchio, 1998).Both reviews focused on the rich message intended for mothers in A Slant of Sun. In her review, she notes that a child’s disability creates a new concept of motherhood, and ultimately, it redefines a mother’s life, especially the way she perceives herself as a mother.Indeed, A Slant of Sun tugs at mothers heart strings because motherhood is difficult as it is. A child’s difficulty multiplies the challenges in many ways, and as such, mothers are called to summon all their courage and give the best love that they can give so that their children can have a taste of a â€Å"normal life.†The main characters in the story are the author herself, and her son, Jeremy. They are supported by Bill, the husband and father. The characters each has a solid spirit that seems to have been designed for overcoming struggles.The parents’ amazing love for their child helped them through the situation, and ultimately helped Jeremy. It is difficult to divide sympathy among them, because each couldn’t possibly be suffering more than the other, considering how much love they have for each other.Jeremy’s case is called PDD or pervasive developmental disorder. It is as vague as it sounds, which made it even more difficult for Jeremy’s family to understand the scenario they were in. PDD is somehow related to the complex autism disorder, except PDD seemed â€Å"milder.†Evenso, there were no sufficiently authoritative medical conclusion about PDD, let alone manuals for parents whose children also have Jeremy’s disorder. The author said her child screamed eac h time strangers approached him and spent a lot of time daily rearranging his toys into some pattern that only he (Jeremy) can understand.I think the book is more than successful at bringing to public attention the case of PDD. For one, the author spoke from her home, and from her heart. When a highly technical or complicated disorder should be understood by the public, there is no better way than to tell it as it is experienced daily in the family. Not just families who are familiar with the disorder appreciate the book; practically every reader who loves his/her family could relate to it.The information and imagery within the story that chronicles the family’s daily reactions to Jeremy’s PDD episodes is related to the readers in a fantastic manner. Kephart should be commended for relaying a story so serious yet so full of positive vibe about it. There are even moments in the story when Kephart sounded life and rich in sense of humor. As it is written straight from a mother’s heart, every word was raw and striking, as if the conversation was personal and one-on-one.Jeremy’s parents found experts’ opinions lacking, so they took matters into their own loving hands. They allowed Jeremy to keep his interests – trains and cars to planes and trucks – and allowed him to react to strangers in his own way, while they stay close to back him up.More importantly, the parents made a wise decision by picking a good school for Jeremy’s learning progress. By clinging to her intuition and creative imagination, Jeremy’s mother helped him find his way through the dark tunnel of his disorder, which not many medical experts could do on their own. True enough, parents’ love, more specially a mother’s love, is the most powerful healer of all.The book made me appreciate my â€Å"normal† life more. I also think it is a powerful reminder that not everything can be solved by knowledge gained by educatio n. While education is important and its worth cannot be discounted, it is not the only solution to our life’s trials. In fact, a person’s strong will and sheer determination can help him get things done. Jeremy’s parents were not experts in Jeremy’s condition, but in the end, it was them who found the ways to make Jeremy function normally in the society.Ultimately, the parents’ unyielding belief that their child could be well has helped Jeremy overcome the difficulties caused by his disorder.BibliographyKephart, B. (1998). A Slant of Sun: One Child's Courage. New York: W. W. Norton & Co., Inc.Harper Collins. Beth Kephart from Harper Collins Publishers.Retrieved November 9, 2006.Web site: http://www.harpercollins.com/authors/19248/Beth_Kephart/index.aspxGabovitch, E. (2002). Book Review: Mothers and Autism. Retrieved November 9, 2006. Web site: http://www.firstsigns.org/articles/mothers_2002.htmDiLucchio , P. (1998). Amazon’s Customer Review. Retrieved November 9, 2006.Website: http://www.amazon.ca/Slant-Sun-One-Childs-Courage/dp/product-  Ã‚   description/0393027422

Aed01

AED-01 Bachelor’s Degree Programme (BDP) Also for: B. Com (A & F) B. Com (CA & A) B. Com (F & CA) ASSIGNMENT 2012-13 Application Oriented Course AED-01: EXPORT PROCEDURES AND DOCUMENTATION For July 2012 and January 2013 admission cycle School of Management Studies Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068 Application Oriented Course AED-01: Export Procedures and Documentation ASSIGNMENT – 2012-13 Dear Students, As explained in the Programme Guide, you have to do one Tutor Marked Assignment in this Course.Assignment is given 30% weightage in the final assessment. To be eligible to appear in the Term-end examination, it is compulsory for you to submit the assignment as per the schedule. Before attempting the assignments, you should carefully read the instructions given in the Programme Guide. This assignment is valid for two admission cycles (July 2012 and January 2013. ) The validity is given below: 1. Those who are enrolled in July 2012, it is valid upto June 2013. . Those who are enrolled in, January 2013 it is valid upto December 2013. You have to submit the assignment of all the courses to The Coordinator of your Study Centre. For appearing in June Term-end Examination, you must submit assignment to the Coordinator of your study centre latest by 15th March Similarly for appearing in December Term-end Examination, you must submit assignments to the Coordinator of your study centre latest by 15th SeptemberNote : In case you receive the study material and assignments late, you can submit the assignment responses within one month after receiving the study material. 2 TUTOR MARKED ASSIGNMENT Course Code Course Title Assignment Code Assignment Coverage : : : : AED-01 Export Procedures and Documentation AED-01/TMA/2012-13 All Blocks Maximum Marks : 100 Attempt all the questions 1. 2. Describe the various kinds of commercial documents used in export. Discuss the significance of commercial invoice and bill of lading. 10+10) (a) Describe the various factors which may motivate a firm to export. (b) Discuss the methods of dispute settlement in international trade. (10+10) (a) (b) Discuss the foreign trade policy related to export. What do you mean by cargo insurance? Why should the goods be insured? 3. (10+10) 4. Distinguish between the following: (a) FOB Contract and CIF Contract (b) Total Loss and Particular Loss Write short notes on the following: (a) Export Licensing (b) Procedure for Claiming Duty Drawback (10+10) 5. (10+10) 3

Jealousy and Isolation in Beowulf

Jealousy and Isolation in Beowulf When one has been excluded from a group for a long time, it can often lead to feelings of contempt, and a need for revenge. This is the case with the monster, Grendel, in Beowulf, by John Gardner. Grendel feels excluded from humans in general, because he cannot understand them. He feels as though he does not belong to a community, because he has been living alone with his mother for such a long time. Overall, it is the combination of many different types of exclusions that pushes Grendel to become such a cruel, hideous beast with a hardened heart and a thirst to kill.Grendel is where most of the description of this monster is located. It is said that Grendel swam across a lake of fire snakes to reach human civilization. Here, he observes human civilization from up close, and he does not understand what he sees. He feels very different from those living in that society. In addition, Hrothgar becomes king and is given power and riches. He even builds a giant meadhall called Hart. Grendel is drawn in, discovers the Shaper, and becomes more curious. However, after a visit to the dragon, also an outsider, Grendel’s mind is changed because the dragon makes all these things sound so undesirable.Talking to the dragon was the turning point for Grendel, and soon after, he becomes filled with rage and starts raiding Hart and harming the people inside. â€Å"His misery leaped / The seas, was told and sung in all / Men’s ears: how Grendel’s hatred began, / How the monster relished his savage war / On the Danes†¦Ã¢â‚¬  (lines 64-68). This proves that it was Grendel’s original longing to belong that made him this way. It is very likely that Grendel would not have become such a horrible monster if it had not been for his feelings of jealousy.It is always hard to feel different and not accepted, and that is exactly how Grendel feels. Throughout the rest of the story, Grendel takes out his anger and wrath on se emingly innocent people, but there may be more to the story than what appears on the surface. These peope could have helped and included him, instead of letting him watch from the outside looking in. Jealousy drives people to do crazy things, and in Grendel’s case, jealousy of power, money, and acceptance are what make him change into a terrifying, cold-blooded killer that needs to be stopped, eventually, by Beowulf.

Organzational change, values, and leadership Research Paper

Organzational change, values, and leadership - Research Paper Example On the hand, leadership is a scenario in which one individual exercises influence over the roles and operations of other individuals with the aim of achieving a common goal (Northouse, 2009). A strong connection exists between organizational change, values, and leadership. Vision and leadership are essential for successful change while change should be considered a core organizational value (Durant, 1999). Organizations face certain issues that may pose challenges to their operations. Change is one of the current issues encountered in organizations. In the event that these organizational changes are encountered, there is need for the companies to strive to adapt their employees to the new organizational requirements. A change in the organization’s policy, vision, or mission may cause certain challenges to the employees, who in turn must be ready to execute the changes. An organizational change may often lead to a difference in opinions among the employees of the organization. The other issue is the diversity that exists among the employees of an organization. Organizations comprise individuals with different values by which they live. The organizations also have their values by which the employees have to act and operate. Conflict between personal values of the employees and the organizational values may lower overall output of the organization. Similarly, effective leadership is an essential management tool in enhancing organizational effectiveness. The managers mobilize others to get things done in an organization. They need to acquire skills for peoples’ management through effective training. The management of organizations is charged with the responsibility of detecting and responding to these changes accordingly and in good time. The changes affect the organizational objectives as well as the way employees

Scarlet letter Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Scarlet letter - Annotated Bibliography Example 2008. Web. 13 Apr. 2014. It is a comprehensive article that delves into the main character of the novel, Hester Prynne. Her character, personality and experiences are analyzed and extensively evaluated. It also tackles the symbolic roles she, as a woman, represents from the time that she moved from England to the United States, her act of adultery to her husband, and the harsh punishment and condemnation that she had to face thereafter. Press, 1985. Print. It is a collection of different essays written by scholars and literary critics that explores the themes and implied messages that the story conveys, from the roles of the characters to the experiences that they undergo throughout the whole novel. Additionally, the essays also discuss the significance and impact of the book in today’s literature, analyzes the different elements, which contains and expresses varying premises about the Puritans in the United States, sexuality, sin, gender roles, life and

Internetworking Essay Example | Topics and Well Written Essays - 1750 words

Internetworking - Essay Example It was introduced in one of the oldest wide area network - ARPANET. It is a widely used architecture because most of the computers and networks are configured to follow this suite and it is open to all. The TCP/IP reference model is a 4 layered model. The layers from top to bottom are Application Layer, Transport Layer, Internet Layer and Host-to-Network Layer. A data in a computer is going to the network from the Application Layer to the Host-to-Network Layer through the intermediate layers. Data from the network is getting to an application in the reverse order. Application Layer consists of certain higher level protocols like TELNET (for remote login/ to get a virtual remote terminal), FTP (File Transfer Protocol), SMTP (Simple Main Transfer Protocol), HTTP (Hyper Text Transfer Protocol), DNS (Domain Name System) protocols etc. The protocols in this layer will produce messages smaller in size to become compatible with the Transport Layer for an outward data flow and join the data messages to the original data for the application in case of inward message. Transport Layer consist the protocols like TCP (Transmission Control Protocol) and UDP (User Datagram Protocol). The reliability and the error checking of the data are managed here. This layer is responsible for the communication between two computers. ... The two versions of IP are IPv4 and IPv6.The lowest layer is the Host-to-Network Layer and this layer has the direct contact with the networking hardware. The data in this layer will be in the form of frames or byte series. Few protocols like PPP (Point to Point Protocol) are available in this layer. One of the most useful services of TCP/IP is the naming service it provides. Information sharing and exchange on an Internet work become easy and comfortable through this. The most widely used naming services are NIS (Network Information Service) and DNS (Domain Name System). NIS is used to provide information that has to be known throughout the network, to all machines on the network. There will be NIS server to keep all the information for the NIS. In case of a UNIX system, the configuration files handled by NIS are /etc/group, /etc/hosts, /etc/netmasks, /etc/passwd, /etc/protocols, /etc/rpc, and /etc/services. For setting up NIS, we have to set up both the NIS Server and NIS Clients. DNS is used for naming a host uniquely on a network, especially on the Internet. In this IP addresses of the computers or other interfaces are mapped to certain names with a typical naming strategy. Each group of similar computers is included in same domain and the domains are created in a hierarchical manner e.g. for the top level domains are .com, .net, .org etc. The details of the naming are stored in the DNS Server as resource records. There are two types of mapping files. The forward mapping file is used to convert names to its IP addresses and reverse mapping record is used to convert IP addresses to its symbolic names. Format of a resource record entry is as follows. Name (variable length) type(16bits) class(16bits) ttl(32bits) data For DNS configuration in a UNIX system, we