My Technologically Challenged Life Essay

Monica’s parents play a huge role in limiting her access to technology. They choose to not use technology which I think is the main reason why they wouldn’t buy a computer for their daughters. Their reasoning sounds extremely familiar to me because my parents have done the same kind of thing to me. I begged my parents for a cell phone from seventh grade until my sophomore year when I finally bought my own but they would always tell me I don’t need a cell phone while my mom had one and my dad had THREE for his work. Anyways, I can relate to Monica on many levels. 2. I don’t think Monica is to blame for her technological difficulties at all. I think the main reason she is having troubles is her parents except for the lack of technology in her car which is obviously the manufacturers doing and not her parents. The lack of technology at the health-care facility is a pretty big issue if you ask me. The technology the workers could be and probably should be usin g would greatly improve the efficiency of the jobs they do. 3. Wunderlich’s reference to the weekend when terrorists were â€Å"supposed to be blowing up† the bridges in san Francisco was her way of adding some comedy to the story because there was probably a bomb threat that day and she could have potentially died simply because she didn’t have a GPS and got lost. If she had owned a GPS at the time, she wouldn’t have gotten so lost and never would have been on both of the bridges on accident.

Assess The Usefulness Of Labelling Theory In Explaining Crime And Deviance

Focusing on interactionist approaches such as Becker (1963); labelling theory suggests that deviancy is a social process usually related to power differences but it doesn't explain the causes of crime. It does however explain why some people or actions are described as deviant, and can help in understanding crime and deviance. Becker argues deviance is a behaviour which has been labelled deviant by the reaction of others. This suggests that there is really no such thing as a deviant act. An act only becomes deviant when others perceive it as such.The application of a label to someone has significant consequences for how that person is treated by others and perceives him or herself. Studies such that by Jock and Young (1971); exemplify Becker’s claim that there is no such thing as deviant behaviour. Interpretivist sociologists (interactionist) argue that we form our self-identity by interpreting how others respond to us and internalising the reaction. A label can have positive and negative effects on an individual and it helps define them in the ‘eyes’ of others. Becker calls this the ‘self-concept’.Interactionist theory suggests that being labelled as deviant can actually increase deviant behaviour. For example if a person is in trouble with the police then they are more likely to resort to criminal activity or criminal behaviour. Jock Young (1971) used his study of drug users in Notting hill to demonstrate the process of becoming deviant. The studies showed 4 different stages. Firstly, the marijuana users developed a deviant self-concept because their drug of choice was illegal; then the deviant element became their main identity in society.They were considers ‘hippies’ first and foremost ; then the negative response of those around them and the police made the drug taking a significant part of their live and then their drug taking increased. Labelling theory is clearly validates behaviour. Additionally, Lemert (19 72) identifies primary and secondary deviance. Primary being when deviance is not publicly labelled as much; secondary is deviance that follows once a person has been publicly labelled as deviant.Lemert drew a distinction between primary and secondary deviance through a study ofstuttering amongst a Native American nation. He observed that public oratory was important among the nation yet displayed high levels of stuttering. When young boys showed any speech defect parents reacted with such concern that the child became worried about it and more nervous causing him to stutter. Therefore the primary deviance of the speech defect was not that important, it was the effect of the worried parents, labelling the child, causing the nervousness, leading to the secondary deviance of stuttering.Thus showing that societal reaction, promoted by a concern about particular forms of deviance can actually produce those forms of deviance. Contrastingly there are critiques of Lemert and Becker’ s studies. Akers (1967) criticises both Becker and Lemert for presenting individuals as powerless it make decisions or take control of their own identity. Deviance, according to Akers, is not something which happens to an individual, but a choice an individual makes.Goffman (1961) substantiates the idea of labelling theory via his study of a deviant career in mental illness. He stated that the negative label of being mad is imposed on the patient by society and psychiatry, and the patient must eventually conform to it. However, critics such as Taylor, Walton and Young (1973) argue many forms of behaviour are widely viewed as deviant- so deviants actually know that they are breaking the law or social rules before the societal reactions however they still continue to do it.Marxist sociologists accuse Interpretivist of ignoring the role of power in defining crime and deviance. Marxists state that certain groups have the power to influence what is classified as criminal or socially acce ptable. Furthermore, Gouldner (1973) accused interactions sociologists of being fascinated with deviance, and even suggests they enjoy observing ‘cool’ deviants, and hanging out with the ‘underworld’.In evaluation, it is evident that there are contrasting views on labelling and social influence on deviance. It is also evident that interactionist sociologists focus on ‘the little things’ and take the ‘micro’ approach to issues such as crime and deviance. They focus on interactions between individuals. One can criticise that by also focusing on the ‘bigger picture’ it may be evident how the small interactions affect the larger scale infrastructure of society.

African American Influences On American Popular Music Cultural Studies Essay

African American Influences On American Popular Music Cultural Studies Essay These days, it’s not uncommon to hear the fusion of different styles of music. In fact, American music is more integrated than before and showcases different music from around the world. Melding different styles of music was popularly done as early as the twentieth century with the growth of American popular music. One style of music that had major influence on popular music was African American music. At the time, American popular music was burgeoning with different styles of music; each style was distinct in its own right with different rhythms, melodies, textures, and performance styles. From 1930 to 1970, popular music can be traced to black music of the nineteenth and twentieth century as evidenced by the metric organization, scales, instruments, and performing styles that originated from African music. By recapitulating the influences of African American music on popular music, the impact that black music has had on various musical genres is shown. African American musi c was brought by slaves to the Americas and later adapted to European styles. Later, African American music would incorporate highly syncopated music and the features of ragtime. These features set the stage for more music to be created, and in time many of the characteristics of black music were embedded into other musical genres. In particular, the 1930’s-1940’s Big Band era; 1930’s country music; 1950’s-1960’s rock, used observable components of African American music. The music was not only influenced by the musical structure of black music, but by the performing styles of musicians. To adopt many of the African-American features, many musicians of the time had to re-invent or improvise the old with something new. These components lead up to the merging of different styles with African-American music. For many people, jazz is pleasant and enjoyable. One of the reasons it is because there are so many different sounds that come together to form t his music. In the Big Band era of the 1930’s, jazz, or swing, had become popular and incorporated the African elements of syncopation and riffs. Riffs, rhythms, and syncopations are just a few characteristics of African American influence on virtually all music, and jazz music in particular took this influence to a different level. (Campbell 70). What changed was that previously, in the early nineteenth century, ragtime was essentially syncopated music but was more in accordance with marching and piano music. Jazz is highly improvisational, which give way to more sounds and changes in rhythm, melody, and texture. The structure and metric organization of the jazz band was also influenced by African American music. In no other musical genre can one find the â€Å"call and response â€Å"style of music that was originated from African American music, and many genres have since borrowed from this method. Many jazz bands used â€Å"call and response† between the players a nd their instruments. This made the music much livelier, adding to the energy created by the fast- paced flow of jazz that appeared in the twentieth century. Four-beat counts were used in jazz music characteristic of black music in the earlier part of the twentieth century. This was the main foundation for jazz which also used percussions found in ragtime and African drum dance.

Religious Life of the Planet Essay Example | Topics and Well Written Essays - 500 words

Religious Life of the Planet - Essay Example Humans appear to be psychologically pre-disposed to accumulate a certain system of beliefs and practices that can be called religion. From psychological point of view religion is a means of assuaging anxiety. From cognitive perspective religion provides explanation of phenomena encountered in daily life and abstract concepts. From sociological point of view religion is a means of creating order and establishing group identity (Tremlin, 2010). Religion appears to manifest itself in the way it functions, and that is in its ability to serve psychological, intellectual, and social human needs (Tremlin, 2010). Being a system of rituals, beliefs, and considerations religious practices are institutionalized and help to connect humans with the world beyond. They provide people with the sense of fulfillment, leading adherents to another level of consciousness. (Super, Turley, 2006). Religion can be regarded as fundamental element of society, as it shares concepts with collective consciousness. It is a type of human activity that manifests itself as a specific behavior accepted by the members of the group sharing a certain system of beliefs. The nature of beliefs cannot be validated by direct observation (Super, Turley, 2006). However, elements of religious behavior can be singled out: gathering in groups, communal eating, theoretical discourse about the existence (Dow, 2007). Strictly speaking, religion can be defined as a collec tion of behavior patterns and observable behavior complexes. The latter include: prayer, music, physiological exercise, exhortation, reciting the code, simulation, mana, taboo, feasts, sacrifice, congregation, inspiration (Dow, 2007). Criteria to be employed in the attempts to determine whether human beings are religious may include the following: 1) theory or system of beliefs concerning unobservable agents or powers, which is shared by the members of the group; 2) meetings, processions and feasts; 3)

International Entrepreneurship Master Essay Example | Topics and Well Written Essays - 5500 words

International Entrepreneurship Master - Essay Example Many "high-profile" entrepreneurial ventures seek venture capital or angel funding in order to raise capital to build the business. Many kinds of organizations now exist to support would-be entrepreneurs, including specialized government agencies, business incubators, science parks, and some NGOs. Wikipedia attributes much of the understanding of entrepreneurship to the work of economist Joseph Schumpeter and the Austrian School of economics. In Schumpeter (1950), an entrepreneur is a person who is willing and able to convert a new idea or invention into a successful innovation. Entrepreneurship forces "creative destruction" across markets and industries, simultaneously creating new products and business models. In this way, creative destruction is largely responsible for the dynamism of industries and long-run economic growth. Despite Schumpeter's early 20th century contributions, the traditional microeconomic theory of economics has had little room for entrepreneurs in its theoretical frameworks (instead assuming that resources would find each other through a price system). Entrepreneurship received a boost in the formalised creation of so-called incubators and science parks, where businesses can start at a small scale, share services and space while they grow, and eventually move into space of their own when they have achieved a large enough scale to be viable stand-alone businesses. It is being encouraged in an effort to revitalise fading downtowns and inner cities in America, which may have excellent resources but suffer from a lack of spirited development. (Wikipedia) For Frank H. Knight (1967) and Peter Drucker (1970) entrepreneurship is about taking risk. The behavior of the entrepreneur reflects a kind of person willing to put his or her career and financial security on the line and take risks in the name of an idea, spending much time as well as capital on an uncertain venture. (Wikipedia) Still another view of entrepreneurship, according to Wikipedia, is that it is the process of discovering, evaluating, and exploiting opportunities in the form of new business ventures. In this paradigm, an entrepreneur could be defined as "someone who acts with ambition beyond that supportable by the resources currently under his control, in relentless pursuit of opportunity" (a definition common

Daimler Chrysler Merger Case Study Example | Topics and Well Written Essays - 4250 words

Daimler Chrysler Merger - Case Study Example From its inception until 1978, the U.S. automotive industry showed a steady expansion, with the exception of the years during World War II when its plants were converted to the production of war materials. In 1978, motor vehicle production reached an all-time high of 12.9 million units, including about 9.2 million cars; since then production has fluctuated. In the early 1980s the industry was in a recession, producing fewer cars in 1982 than in any year since 1958. From 1990 to 1992 the industry experienced another recession. In 1996, U.S. motor vehicle production totaled 11.8 million, including 6.1 million cars and 5.7 million trucks; North American motor vehicle production, including all vehicles made by domestic and foreign companies in the U.S., Canada, and Mexico, reached more than 15.4 million-8.2 million cars and 7.3 million trucks. In the mid-1990s, the U.S. auto industry showed signs of recovery (History.com). To try to improve their global positions in terms of output and market share almost all of the major firms in the industry embarked on a period of consolidation in the 1980s and continued this in the 1990s. Ford acquired Aston Martin, Mazda, Jaguar, Land Rover and Volvo. Volkswagen gained Skoda and Seat. General Motors took major interests Saab, Suzuki, Isuzu and Daewoo. Finally, Renault merged with Nissan, Dacia and Samsung. The most salient point arising for the purposes of this paper is the firms which bought firms in economies where they had little previous presence as part of their strategy of going global. Essentially then DaimlerChrysler was caught up in a general trend and found itself following others in the search for what seemed global security through scale and scope. Worker involvement in the full process began in the 1980s. Worker "circles," as developed by the Japanese, gained adherents in the U.S. auto industry as a means of taking some of the drudgery from repetitive, assembly-line tasks and simultaneously giving workers a larger interest in decision making. Profit sharing among auto workers began at the American Motors Corp. in the early 1960s. Chrysler Corp. approved the concept in bargaining with the United Auto Workers (UAW) union in 1981, as did Ford in 1982. By the mid-1980s profit sharing had become standard in the industry. In 1990 the U.S. auto industry and related industries employed about one of every 13 workers in the nation. It is the largest single consumer of steel, plastics, glass, and rubber, to name four key supporting industries. The auto companies could not exist without outside suppliers, who typically supply 30 to 70 percent of the industry's requirements (History.com). To provide U.S. automakers time to catch up with the Japanese, during the 1980s the U.S. government pressed Japan to restrain motor vehicle exports to the U.S. to 2.1 million per year. This quota was lowered to 1.6 million as the Japanese began producing large volumes of vehicles in American plants. Under the National Competitiveness Act of 1984, the three U.S.-based automakers began forming consortia in 1989 under which they share in research and development to reduce costs and speed new

The Militant Environmentalists War on Environmental Crisis Essay

The Militant Environmentalists War on Environmental Crisis - Essay Example The Militant Environmentalists’ War on Environmental Crisis England’s King Edward I threatened Londoners with harsh penalties if they didn’t stop burning sea-coal.†, and the latest news narrates about the deteriorating state of affairs, carbon emissions being the main point of concern in terms of air and chemicals in terms of water. The logical and necessary efforts on changing the existing situation for better aside, there are some organizations that make this purpose the core value of their members’ existence, and their actions often not only look at least strange, but also may lead to the radically opposite effect, that is, distract people from the sound interest on the environmental problem, due to intervention into one’s life. The cause of militant behavior of certain individuals or groups of environmental activists is their being determined at turning the attention of the society to the most serious problems of the environment to date. This suggestion is enforced by the fact that it is quite possible that we might simply have no time to consider the environment damage we have caused and to find an adequate and effective solution as the pace of the nature destruction by humans is high, and the effect of the counter-measures taken is, on the contrary, time-consuming. The reason the behavior is violent is because there are, as Lohan states, simply no other ways the mentioned activists can get the public informed about the problem and its seriousness, as it is quite possible that the conventional organization of the life on the Earth may either disappear or be completely changed in the nearest future.

Postmodernism can help in our understanding of 'popular' film Essay

Postmodernism can help in our understanding of 'popular' film - Essay Example He went ahead to describe that this ideology of survival of humans was linked to as capitalism. Marxism described capitalism as a notion where there existed labour division among people and class separation was existence in the manner that where was a significant difference in power and wealth. As a result, Marxism theory was based on capitalism and he linked this aspect to explain how the society works in a cyclic manner. According to Birchall (2008) when Karl Marx theory of capitalism was related to art, capitalism sought to create a value of any object in terms of money, so art was no exception. With that, art was also reduced to consequent value such that, even if the piece of art was regarded as high art, according to the capitalist theory by Karl Marx , the art definitely had a price value that was attached to it. According to Freeland (2001) Sigmund Freud spoke about art as a way to express â€Å"unconscious feelings† that the artist may even lack (p. 157). He explained that, â€Å"[The artist] is urged on by instinctual needs...; he longs to attain honour, power, riches, fame and the love of women; but he lacks the means of achieving these gratifications. So like any other with an unsatisfied longing, he turns away from reality and transfers all his interest, and all his libido, on to the creation of his wishes in the life of fantasy, from which the way might readily lead to neurosis† (p. 157). This can be elaborated to mean that Sigmund viewed art as a matter that was related to an urge to produce art and get wealthy and famous but not as a means to express to the society. Discuss how Postmodernism can help in our understanding of 'popular' film Postmodernism in the film â€Å"The Matrix Trilogy† Baudrillard Jean was a philosopher who came up with theories related to postmodernism in art and the impact that this art had. Some of his works revealed aspects such as "Simulacra and Simulations". According to Baudrillard (1994), "the  simulacrum  is never that which conceals the truth--it is the truth which conceals that there is none. The simulacrum is true† (p. 1). He talked about the presence and use of simulation and simulacra in art such that it would relate to reality. He described it as the â€Å"generation by models of a real without origin or reality: a hyper real†. He went ahead to describe that a lot of models have been created and simulated in a manner that would look real without doubt whereas â€Å"the real is produced from miniaturized cells, matrices, and memory banks, models of control-and it can be reproduced an in finite number of times from these† (p.2). When Baudrillard Jean stated this, he meant that simulation could be produced from aspects such as matrices and the output could also be manipulated and repeated over and over again until the abstraction of the real object has been produced by the simulation vector. As a result, no clear distinction could be made between the real object or image and the false one as they both appeared inspiringly similar. When this methodology of "Simulacra and Simulations" was translated to the film, â€Å"The Matrix†

Fiction compare 2 stories Essay Example | Topics and Well Written Essays - 1000 words

Fiction compare 2 stories - Essay Example In the story The Land of Sad Oranges, the narrator’s character is a round character. While the narrator begins the story as a child, by the end of the story, the narrator’s childhood has departed, never to come back again. The story is about a family that leaves Palestine to Lebanon. When the journey starts, the narrator thinks that â€Å"we were just like anybody who goes to spend the festival season every year in another city† (Kanfani 137). But as they travel, the destruction of the family follows along with its occupation to Lebanon. Eventually, the family makes its way to a refugee camp in a lorry with all its belongings. As the family of the narrator bundles up in a lorry, the land of the family is left behind forever. The defeated Arab armies crush any hope of the family that still lingers. The family notices the harsh reality of permanent exile from Palestine staring in its face. The narrator’s father decides to grab hold of the matters and out of anger, perplexity, and emotional outburst attempts to kill his own children as well as himself which however, does not happen eventually. While the story ends in failure and defeat at this point, the narrator does mention how the whole situation impacted him and took his childhood away from him in these words, â€Å"As I left the house behind, I left my childhood behind too. I realized that our life had ceased to be pleasant, and it was no longer easy for us to live in peace† (Kanfani 141). What follows in the last few lines of the story is a depiction of an altogether change in attitude of the narrator that provides evidence of his lost childhood. The narrator tells how he tried to behave in suitable ways understanding the complexity of the situation that had snatched his childhood from him; the narrator no more asked for food when he was hungry, remained silent while the father shared his difficulties, and simply smiled and obeyed when he was told to go to the mountain and not return till the midday. â€Å"You were huddled there, as far from your childhood as you were from the land of oranges† (Kanfani 141). In the story A Family Supper, the character Wantanabe is a round character. In spite of being a man of honor and principle, Wantanabe could not sustain the grief of having his firm collapse and thus took not just his own life but also the life of his whole family including his wife and two daughters. As a man of principle, Wantanabe should have understood that the collapse of his firm was a natural incident and had nothing to do with his family. As the narrator’s father tells him, â€Å"After the firm’s collapse, Wantanabe killed himself. He didn’t wish to live with disgrace† (Ishiguro). This suggests that for Wantanabe, taking the life of his whole family and committing suicide was a less disgraceful act or was not disgraceful at all as compared to having his firm collapsed. Had Wantanabe been a man of principle , he would never have displayed such cowardice and lack of courage that he did by taking the life of his family and committing suicide. Wantanabe’s act of killing his family and committing suicide makes the audience think that Wantanabe was never a man of principle in the first place. However, the narrator’s father says that he had known and worked with Wantanabe as a partner for seventeen years, which is definitely a

An Obsession the World Doesn’t Share Essay Example for Free

An Obsession the World Doesn’t Share Essay In his essay, â€Å"An Obsession the World Doesn’t Share†, Roger Cohen describes in detail the way other countries view the actions of the United States Government and President Bush (New York Times, 2004). Mr. Cohen’s main idea throughout the article is how the United States government is reacting, or not reacting, to world issues due to the focus on 9/11/01. The author uses countries such as South Africa, and Brazil to make his point that these countries are facing severe problems and the USA, which has always been seen as a â€Å"helping country† is now focused on terrorism. Supporting viewpoints of his main idea are the fact that in Canada, a recent statue of President Bush was erected in the same form as Iraq’s past leader, Sadaam Hussein. In addition, the author notes the AIDS epidemic in South Africa; and the economic factors in Latin America. Mr. Cohen continues his main idea by making the suggestion that any good the USA government has done (i. e. giving money to support AIDS education), is overshadowed by the fight on terrorism. Mr. Cohen’s point in this article is to inform Americans about how the rest of the world views their country. His central argument seems to be that despite the good our government has done, it is completely overshadowed by our dire need to revenge for 9/11 terrorist attacks. The author uses facts to back up his argument from what seems to be reliable sources, such as the government of these nations, and Ambassadors for these countries. The tone of this article is informative, the author presents his arguments without bias and his personal judgments are few. The author uses a logos appeal, presenting his argument as a logical, reasonable one. Although it does not appear that there are many weaknesses in his argument, some information is excluded, namely that of President Bush’s view, because Bush’s view was not clearly stated, this alone may make the author slightly biased towards the other countries, who are in effect asking for our help. This writer accepts Mr. Cohen’s argument. I believe that all the good the USA may be doing for other countries, IS overshadowed by what seems to be revenge for not only 9/11 but for the Gulf War as well. The fact that our government is intent on punishing Middle Eastern countries, which had little or no involvement in 9/11, speaks volumes about what is important (fighting and not assisting). In this article, the author states, â€Å"The problem is the perception that Bush uses immense power in an egotistical way. (NY Times, 2004) This writer strongly believes this to be the truth as evidenced by the fact that Hussein of Iraq was a main focal point of the terrorism instead of the one who committed the crimes (Bin Laden). As assumed from this article, President Bush is not well-liked by other countries and even Americans are growing tired of Bush’s so-called priorities. In sum, Mr. Cohen has presented an aptly named title of how the world negatively views our government. Unfortunately, most Americans do not differ on this viewpoint.

The Classic Transportation Problem Computer Science Essay

The Classic Transportation Problem Computer Science Essay Classic Transportation Problem is a significant research issue in spatial data analysis and Network analysis in GIS; it helps to answer problems which relate in matching the supply and demand via set of objectives and constraints. The objective is to determine a set of origins and destinations for the supply so as to minimize the total cost. Geographic Information System (GIS) is an intelligent tool which combines characteristic data and spatial features and deal with the relationship connecting them. Although GIS application is extensively utilized in numerous activities, but in transportation its application is still rare. Basically, GIS is an information system which focusing on few factors which included the input, management, analysis and reporting of geographic (spatially related) information. Between all the prospective applications that GIS can be use for, issues on transportation have gained a lot of interest. An exact division of GIS related to issues on transportation has surfaced, which labelled as GIS-T. The Hitchcock transportation dilemma is conceivably one of the most solved linear programming problems in existence (Saul I. Gass, 1990). The addition of GIS into transportation (GIS-T) suggests that it is possible to integrate transportation data into GIS. Many research scholars have discussed computational considerations for solving the Classic Transportation problem (CTP): Shafaat and Goyal developed a procedure for ensuring an improved solution for a problem with a single degenerate basic feasible solution; Ramakrishnan described a variation of Vogels approximation method (VAM) for finding a first feasible solution to the CTP; and Arsham and Kahn described a new algorithm for solving the CTP. According to Brandley, Brown and Craves, 2004, practically the CTP is integrated in all texts on management science or operations management. In classic problem relating to transportation, particular objective for instance minimum cost or maximum profit will be the focus to integrate the GIS and the transportation data available. For example, (Jaryaraman and Prikul, 2001), (Jaryaraman and Ross, 2003), (Yan et al., 2003), (Syam, 2002), (Syarif et al., 2002), (Amiri, 2004), (Gen and Syarif, 2005), and (Trouong and Azadivar, 2005) had consider total cost of supply chain as an objective function in their studies. Nevertheless, there are no design tasks that are single objective problems. In this chapter, we present an in-depth computational comparison of the basic solution algorithms for solving the CTP. We will describe what we know with respect to solving CTPs in practice and offer comments on various aspects of CTP methodologies and on the reporting of computational results. In order to describe the core elements of the GIS transport model that is used to gain the solution to the CTP, it is essential to go over the different types of transportation models briefly, and elaborate on the application and issues of GIS in transportation. The chapter concludes with some final remarks. The Classic Transportation Problem (CTP) The Classic Transportation Problem (CTP) refers to a special class of linear programming. It has been recognized as a fundamental network problem. The Classic transportation problem of linear programming has an early history that can be traced to the work of Kantorovich, Hitchcock, Koopmans and Dantzig. By applying directly the simplex method to the standard linear-programming problem, it actually helps to solve it. Still, because of its very unique mathematical structure, it was acknowledged early that the simplex method applied to the CTP can be quite efficient on how to estimate the needed simplex-method information variable to enter the basis, variable to leave the basis and optimality conditions. Many practical transportation and distribution problems such as the fixed cost transportation, the minimum with fixed charge in logistics can be formulated as CTP. Mathematical formulation of the CTP There have been numerous studies conducted that focusing on new models or methods to verify the transportation or the logistics activities that can offer the least cost (Gen and Chen, 1997). Generally, logistics was defined as the quality of a flow of materials, such as the frequency of departure (number per unit time, adherence to the transportation time schedule and so on (Tilaus et al, 1997). Products can be assemble and sent to the allocation centres, vendors or plants. Hitchcock, 1941 has initiated the earliest formulation of a planar transportation model, which used to find an approach to transport homogeneous products from several resources to several locations so that the total cost can be minimized. According to Jung-Bok Jo, Byung -Ki Kim and Ryul Kim, 2008, the development of a variety of deterministic and / or stochastic models have been increased throughout the past several decades. The basic problem sometimes called the general or Hitchcock transportation problem can be known in a mathematic way as follows: Where m is the number of supply centres and n is the number of demand points. This is subjected to: Without loss of generality, it is assumed that, the problem is balanced, i.e. Total Demand = Total Supply Where; ai, bj, cij, xij à ¢Ã¢â‚¬ °Ã‚ ¥ 0 (non negativity constants) à ¢Ã¢â€š ¬Ã‚ ¦2.4 All the parameters are free to take non negative real values. The ais are called supplies and the bis are called demands. For our discussion here, we also assume that the costs cij à ¢Ã¢â‚¬ °Ã‚ ¥ 0. A number of heuristic methods to solve the classic transportation problem have been proposed. (Gottieb et el., 1998; Sun et al., 1998; Adlakha and Kowalski, 2003; Ida et al., 2004). According to Chan and Chung, 2004, in order to distribute problem in a demand driven SCN, they have suggested a multi- objective genetic optimization. They also measured minimization of total cost of the system, total delivery days and the equity of the capacity utilization ratio for manufacturers as objectives. Meanwhile, Erol and Ferrel, 2004, have recommended a model that assigned suppliers to warehouses and warehouses to customers. In addition, the SCN design problem was formulated as a multi- objective stochastic mixed inter linear programming model, which then was resolved by a control method, and branch and bound techniques (Guillen et al., 2005). Chan et al., 2004, stated that objectives were SC profit over the time horizon and customer satisfaction level and they also developed a hybrid approach regarding to genetic algorithm and Analytical Hierarch Process (AHP) for production and distribution problems in multi-factory supply chain models. Jung-Bok Jo, Byung -Ki Kim and Ryul Kim, 2008, has measured few objectives in their research namely; operation cost, service level, and resources utilization. In this project, it has been considered about the integration of the CTP into the GIS environment, which little or no research has been done into this line of study. Our formulation will be particularly concentrated on the use of several GIS software and procedures to see how the CTP problem can be solved in the GIS environment. In that note and as already stated in chapter one, in trying to integrate CTP into the GIS environment, two of the algorithm explained in this literature review will be used to solved the CTP problem to get the initial basic feasible solutions and one optimal solution method will be used to get the optimal solution that will be integrated into the GIS software environment to solve the CTP problem. 2.4 Methods of solving Transportation problems The practical importance of determining the efficiency of alternative ways for solving transportation problems is affirmed not only because of the sizeable fraction of the linear programming literature has been dedicated to these problems, but also by the fact that an even larger allocation of the concrete industrial and military appliances of linear programming deal with transportation problem. Transportation problems often occur as sub-problems in a bigger problem. Moreover, industrial applications of transportation problems often contain thousands of variables, and hence a streamlined algorithm is not computationally worthwhile but a practical necessity. In addition, many of linear programs that occurred can nevertheless be given a transportation problem formulation and it is also possible to approximate certain additional linear programming problems by such a formulation. Efficient algorithms existed for the solution of transportation. A computational study done by Glover et al. suggested that the fastest method for solving Classic transportation problems is a specialization of the primal simplex method due to Glover et al. Using data structured due to M.A. Forbes, J.N. Holt, A.M Watts, 1994. An implementation of this approached, is capable of handling the general transshipment problem. The method is particularly suitable for large, spares problems where the number of arcs is a small multiple of the number of nodes. Even for dense problems the method is considered to be competitive with other algorithms (M.A. Forbes, J.N. Holt, A.M Watts, 1994). Another consideration of the CTP model is the formulation made by Dantzigs, which is adaptation of the simplex method to the CTP as the primal simplex transportation method (PSTM). This method is known as the method-modified distribution method (MODI); it has also been acknowledged as the row-column sum method (A.Charnes and W. W. Cooper, 1954). Subsequently, another method calledthe stepping-stone method (SSM) has been developed by Charnes and Cooper which gives an option of determining the simplex-method information. According to the paper written by Charnes and Cooper which is entitled The stepping stone method of explaining linear programming calculations in transportation problems. The SSM is a very nice way of demonstrating why the simplex method works without remedy to its terminology or methods although Charnes and Cooper describe how the SSM and PSTM are related. Charnes and Cooper note that the SSM is relatively easy to explain, but Dantzigs PSTM has certain advantages for large-scale hand calculations (Saul I. Gass, 1990) However, the SSM, contrary to the impression one gets from some texts and from the paper by Arsham and Kahn, is not the method of choice for those who are serious about solving the CTP-such as an analyst who is concerned with solving quite large problems and may have to solve such problems repetitively, e.g. where m = 100 origins and n = 200 destinations, leading to a mathematical problem of 299 independent constraints and 20,000 variables (Saul I. Gass, 1990). In addition to the PSTM and the SSM, a number of methods have been proposed to solve the CTP. They include (amongst others) the following: the dual method of Ford and Fulkerson, the primal partitioning method of Grigoriadis and Walker, the dualplex partitioning method of Gass, the Hungarian method adaptation by Munkres, the shortest path approach of Hoffman and Markowitz and its extension by Lageman, the decomposition approach of Williams, the primal Hungarian method of Balinski and Gomory, and, more recently, the tableau-dual method proposed by Arsham and Kahn. (The early solution attempts of Kantorovich, Hitchcock and Koopmans are excluded as they did not lead to general computational methods.) (Saul I. Gass, 1990). The first papers that dealt with machine-based computational issues for solving the TP are Suzuki, Dennis and Ford and Fulkerson. Implementations of CTP algorithms were quite common on the wide range of 1950s and 1960s computers-a listing is given in Gass. CTP computer-based procedures at that time included Charnes and Coopers SSM, the flow (Hungarian) method of Ford and Fulkerson, Munkres Hungarian method, the modified simplex method of Suzuki, Dantzigs PSTM and Dennis implementation of the PSTM. The developers of these early computer codes investigated procedures for finding first feasible solutions such as VAM, the north-west corner method (NWCM), and variations of minimum-cost allocation procedures (Saul I. Gass, 1990). They also investigated various criteria for selecting a variable to enter the basis. Problems of realistic size could be solved, e.g. m + n The work of Glover et al. represents a landmark in the development of a TP computer-based algorithm and in computational testing. Their code is a PSTM that uses special list structures for maintaining and changing bases and updating prices. Glover et al. tested various first-basis finding procedures and selection rules for determining the variable to enter the new basis. They concluded that the best way to determine a first feasible solution is a modified row-minimum rule, in which the rows are cycled through in order, each time selecting a single cell with the minimum cost to enter the basis. The cycling continues until all row supplies are exhausted. This differs from the standard row-minimum rule, in which the minimum cost cells are selected in each row, starting with the first row, until the current row supply is exhausted. The modified row minimum rule was tested against the NWCM, the VAM, a row-minimum rule and a row-column minimum rule in which a row is scanned first for a min imum cell and then a column is scanned, depending on whether the supply or demand is exhausted (Saul I. Gass, 1990). Although VAM tended to decrease the number of basis changes to find the optimal solution, it takes an inordinate amount of time to find an initial solution, especially when compared to the time to perform a basis change (100 changes for 100 x 100 problem in 0.5 s on a CDC 6400 computer). We feel VAM should be relegated to hand computations, if that. Glover et al. tested a number of rules for determining the variable to enter the basis, including the standard most negative evaluator rule. Their computational results demonstrated that a modified row-first negative evaluator rule was computationally most efficient. This rule scans the rows of the transportation cost tableau until it encounters the first row containing a candidate cell, and then selects the cell in this row which violates dual feasibility by the largest amount. They also compared their method to the main competitive algorithms in vogue at that time, i.e. the minimum-cost network out-of-kilter method adapted to solve the TP, the standard simplex method for solving the general linear-programming problem and a dual simplex method for solving a CTP. The results of the comparison showed that the Glover et al. method was six times faster than the best of the competitive methods (Saul I. Gass, 1990). . A summary of computational times for their method showed that the median solution time for solving 1000 x 1000 TPs on a CDC 6000 computer was 17 s, with a range of 14-22 s. As the TP is a special case of a minimum-cost network problem (transhipment problem), methods for solving the latter-type problem (such as the out-of-kilter method) are readily adaptable for solving CTPs. Bradley et al. developed a primal method for solving large-scale trans- shipment problems that utilizes special data structures for basis representation, basis manipulation and pricing. Their code, GNET, has also been specialized to a code (called TNET) for solving capacitated TPs. Various pricing rules for selecting the incoming variable were tested, and a representative 250 x 4750 problem was solved in 135 s on an IBM/360/67 using TNET, with the number of pivots and total time being a function of the pricing rule. The GNET procedure has also been embedded into the MPSIII computer-based system for solving linear-programming problems developed by Ketron Management Science Inc.24 It is called WHIZNET and is designed to solve capacitated trans-shipment problems, of which the TP is a special case. A typical trans-shipment problem with 5000 nodes and 23,000 arcs was solved in 37.5 s on an IBM 3033/N computer (L. Collatz and W. Wetterling, 1975). Another general network problem-solver, called PNET, is a primal simplex method for solving capacitated and uncapacitated transhipment and TPs. It solved a TP with 2500 origins and 2500 destinations in under 4 min of CPU time on a UNIVAC 1108. It uses augmented thread index lists for the bases and dual variables. (Saul I. G ass, 1990). From the above, we see that the present day state-of-the-art for solving TPs on mainframe computers is quite advanced. With the advent of PCs, we find that a number of researchers and software houses have developed PC-based codes for solving TPs. Many of the codes were developed for the classroom and are capable of solving only small, textbook-size problems. For example, the TP procedure in Erikson and Hall (Saul I. Gass, 1990) is able to solve problems of the order of 20 x 20. A typical commercial TP program is that of Eastern Softwares TSP88 which can solve TPs with up to 510 origins and/or destinations. It is unclear as to what algorithms are used in the PC TP codes, but we hazard a guess that they are a version of either PSTM or SSM (Saul I. Gass, 1990). 2.5 Degeneracy in the Classic transportation problem Degeneracy can occur when the initial feasible solution has a cell with zero allocation or when, as a result of real reallocation, more than one previously allocated cell has a new zero allocation. Whenever we are solving a CTP by the PSTM or the SSM, we must determine a set of non-negative values of the variables that not only satisfies the origin and destination constraints, but also corresponds to a basic feasible solution with m + n -1 variables (Saul I. Gass, 1990). . For computational efficiency, all basic cells are kept in a list, with those cells forming the loop being ordered at the top of the list and with the entering cell being first in the list. The remaining cells in the loop are sequenced such that proceeding through them follows the loop. The use of the allocated cells easily handles degeneracy. The PSTM and the SSM do not use a representation of the basis inverse, as does the general simplex method. Instead, these methods take advantage of the fact that any basis to the TP corresponds to a spanning tree of the bipartite network that describes the flows from the origin nodes to the destination nodes (G.B. Dantzig, 1963). Thus, if one is given a basic feasible solution to a CTP which can be readily generated by, say, the NWCM and that solution is degenerate, then one must determine which of the arcs with zero flow should be selected to complete the tree. Having the tree that corresponds to the current basic feasible solution enables us t o determine if the current solution is optimal and, if it is not, to determine the entering and leaving variables and the values of the variables in the new solution (Saul I. Gass, 1990). The problem of selecting a tree for a degenerate basic feasible solution to a CTP was recognized early by Dantzig (G.B. Dantzig, 1963) who described a simple perturbation procedure that caused all basic feasible solutions to be non-degenerate. From our literature gathered from above, the computer-based CTP solution methods described above, degeneracy does not appear to be of concern. We gather that most computer- based methods for solving CTPs invoke some type of perturbation procedure to complete the tree. We note that the problem of selecting a tree for a degenerate basic feasible solution is really only a minor problem if the first basic feasible solution is degenerate. For this case, a perturbation scheme or a simple selection rule that selects a variable or variables with zero value to complete the tree can be applied. (L. Collatz and W. Wetterling, 1975) and (G. Hadley, 1962). As the selection of appropriate zero-valued variables is usually not unique, a simple decision rule is used to make a choice, e.g. to select those variables that have the smallest costs. Once a tree has been established for the first basic feasible solution, the SSM and PSTM prescriptions for changing bases will always yield a new basic feasible solution and corresponding tree, no matter how many degenerate basic feasible variables there are. Subsequent degenerate basic feasible solutions can be generated if there are ties in the selection of a variable to leave the basis. Dropping one and keeping those that were tied at zero level will always yield a tree. Again, a simple decision rule is used to determine which one is dropped from the basis (Saul I. Gass, 1990). Degeneracy can be of concern in that it could cause a series of new bases to be generated without decreasing the value of the objective function-a phenomenon termed stalling. In their paper, Gavish et al. (B. Gavish, P. Schweitzer and E. Shlifer, 1977) study the zero pivot phenomenon in the CTP and assignment problem (AP) and develop rules for reducing stalling, i.e. reducing the number of zero pivots (Saul I. Gass, 1990). For various size (randomly generated) problems, they show that for the CTP the average percentage of zero pivots to total pivots can be quite high, ranging from 8% for 5 x 5 problems to 89% for 250 x 250 problems which are started with the modified row-minimum rule for selecting the first basic feasible solution. They also show that the percentage of zero pivots is not sensitive to the range of values of the cost coefficients, but is sensitive to the range of values of the ais and bjs, with a higher percentage of zero pivots occurring when the latter range is tight. For the m x m AP, which will always have (m 1) basic variables that are zero, the average percentage of zero pivots ranged from 66% for 5 x 5 problems to 95% for 250 x 250 problems. Their rules for selecting a first basic feasible solution, the variable to enter the basis and the variable to leave the basis cause a significant reduction in total computational time (Saul I. Gass, 1990). In their paper, Shafaat and Goyal (A. Shafatt and A.B. Goyal, 1988) develop a procedure for selecting a basic feasible solution with a single degeneracy such that the next solution will improve the objective function value. There procedure forces the entering variable to have an exchange loop that does not involve the degenerate position with a negative increment (Saul I. Gass, 1990). The efficiency of their procedure in terms of computer time versus the small amount of computer time required to perform a number of basis changes (as noted above) is unclear. For large-scale CTPs, we conjecture that a single degenerate basic feasible solution will not cause much stalling, as the chances are that the entering variable will not be on an exchange loop that contains the degenerate variable. We note that a CTP or a linear-programming problem in general, with single degenerate basic feasible solutions will not cycle (Saul I. Gass, 1990). 2.6 Method of finding Initial Basic Feasible Solutions A basic solution is any collection of (n + m 1) cells that does not include a dependent subset. The basic solution is the assignment of flows to the basic cells that satisfies the supply and demand constraints. The solution is feasible if all the flows are non negative. From the theory of linear programming we know that there is an optimal solution that is a feasible solution. The CTP has n+ m constraints with one redundant constraint. A basic solution for this problem is determined by selection (n + m 1) independent variables. The basic variable assumes values to satisfy the supplies and demands, while the non basic values are zero. Thus the m + n equations are linearly dependent. As we will see, the CTP algorithm exploits this redundancy. There are five methods used to determine the initial basic feasible solutions of the classic transportation problem (CTP): these are listed below. The least cost method The northwest corner method The Vogels approximation method Row minimum method Column minimum method The five methods normally differ in the quality of the starting basic solution they produce and better starting solutions yields a smaller objective value. Some heuristics give better performance than the given common methods. The NWCM gives a solution very far from optimal solution. The least cost method finds a better starting solution by concentrating on the cheapest route. The Vogels Approximation method (VAM) is an improved version of the least cost method that generally produces better starting solutions. The row minimum method starts with first row and chooses the lowest cost cell of first row so that either the capacity of the first supply is exhausted or the demand at jth distribution centre is satisfied or both. The column minimum method starts with first column and chooses the lowest cost cell of first column so that either the demand of the first distribution centre is satisfied or the capacity of the ith supply is exhausted or both. However, among the five methods listed above, the North West Corner Method (NWCM), the Lowest Cost Method (LCM), and the Vogels Approximation method are the most commonly used methods used in finding the initial basic feasible solutions of the CTP. The NWCM gives a solution very far from optimal solution and Vogels Approximation method and LCM tries to give result that are often optimal or near to optimal solution. In a real-time application, Vogels Approximation Method (VAM) will yield a considerable savings over a period of time. On the other hand, if ease of programming and memory space are major considerations, the NWCM is still acceptable for reasonable matrix sizes (up to 50 X 50). However, the difference in times between the two loading techniques increases exponentially. (Totschek and Wood,2004). Another work presents an alternative of Vogels Approximation Method for TP and this method is more efficient than traditional Vogels Approximation Method (Mathirajan, Meenakshi, 2004). In this project however, we are making use of the Northwest Corner method (NWCM) and the Least Cost Method (LCM) to find the initial basic feasible solutions to the CTP. These solutions will then be used further to get optimal solutions to the CTP by using the Stepping Stone Method (SSM). The final answers will then be compared with the solutions procedures obtained from the GIS software environment to solve the CTP in a method other than the sophisticated mathematical solutions already explained in this literature. Methods of finding Optimal Solution of the CTP Basically two universal methods are used for finding optimal solutions. These are the Stepping Stone method and the Modified Distribution Method (MODI) method. Some heuristics are generated to getting better performance. Different methods are compared for speed factor. Transportation Simplex Method and Genetic Algorithms are compared in terms of accuracy and speed when a large-scale problem is being solved. Genetic Algorithms prove to be more efficient as the size of the problem becomes greater (Kumar and Schilling, 2004). Proposed digital computer technique for solving the CTP is by the stepping stone method. The average time required to perform an iteration using the method described here depends linearly on the size of the problem, m + n. (Dennis). The solution of a real world problem to efficiently transport multiple commodities from multiple sources to multiple different destinations using a finite fleet of heterogeneous vehicles in the smallest number of discrete time periods g ives improvement by backward decomposition (Poh, Choo and Wong, 2005).The most efficient method for solving CTP arises by coupling a primal transportation algorithm with a modified row minimum start rule and a modified row first negative evaluator rule. (Glover, Karney, Kligman, Napier, 1974) this has already been explained above. Application Software Geographic Information Systems (GIS) is a field of with an exponential growth that has a pervasive reach into everyday life. Basically, GIS provides a mean to convert data from tables with topological information into maps. Subsequently GIS tools are capable of not only solving a wide range of spatially related problems, but also performing simulations to help expert users organized their work in many areas, including public administration, transportation networks, transportation networks and environmental applications. Below gives some of the software that has been used by many researchers in transportation modeling. Much software have been used to solve the CTP problem for example, the MODI Algorithm was coded in FORTRAN V, and further substantial time reductions may result by a professional coding of the algorithm in Assembler language. Zimmer reported that a 20-to-1 time reduction was possible by using Assembler rather than FORTRAN in coding minimum path algorithms. (Srinivasan and Thompson, 1973).One work investigated generalized network problems in which flow conservation is not maintained because of cash management, fuel management, capacity expansion etc (Gottlieb,2002). Optimal solution to the pure problem could be used to solve the generalized network problem. One work introduces a generalized formulation that addresses the divide between spatially aggregate and disaggregate location modelling (Horner and OKelly, 2005). In this research we are making use of ArcGIS Network analyst, together with ArcMap, ArcCatalog, VBA, Python, PuLP, GLPK (GNU Linear Programming Kit) and ArcObject software to design our model to solve the CTP problem. A detail solution algorithm is explained in chapter 4. The GLPK (GNU Linear Programming Kit) is an open source software package intended for solving large scale linear programming (LP), mixed integer programming (MIP), and other related problems. It is a set of routine written in ANSI C and organized in the form a callable library. The GLPK package includes the following main components: Primal and dal simplex methods Primal-dual interior- point method Branch and- cut method Application program interface (API) Translator for GNU Math Program Stand-alone LP/MIP solver PuLP is a LP modeller written in Python. PuLP can generate LP and MPS files and call GLPK, to solve linear problems. PuLP provides a nice syntax for creation of linear problems, and a simple way to call the solvers to perform the optimization. ArcGIS Network Analyst is still relatively new software, so there are not much published materials concerning its application on transportation problems. Only few researchers during the last years have reported the use of the ArcGIS Network Analyst extension in order to solve some transportation problems. ArcGIS Network Analyst (ArcGIS NA) is a powerful tool of ArcGIS desktop 9.3 that provides network- based spatial analysis including routing, travel directions, closest facility, and service area analysis. ArcGIS NA enables users to dynamically model realistic network con

New England vs. the Chesapeake :: essays research papers

Hello my name is Alma Castro, I am 16 years old and I am now attending Skyline High School for the Child Care Cluster. I live with my mom, dad, 1 sister (Cynthia who is 14), and 2 brothers (Alfredo 12 and Eduardo 9) in a house in Oak Cliff. My house is about 5 minutes from downtown Dallas. My family and I enjoy going to the movies, the park, and going out to eat as a family. But this is only the beginning of what I am about to tell you about my life. I was born on October 25, 1988 in the Mexico in the City of Juarez. I only lived in Mexico for about 3 years but while I lived there my mom said I gave her the biggest scare of her life. She said that when I was about a year and six months I got out of the house and went to a neighbor’s house to play without her knowing. When she started to look for me and couldn’t find me she got scared, then all my uncles noticed and so they started to help her. She said that after looking for about an hour I came out from that house like nothing had happened. Then on June 20, 1991 my little sister was born. My mom said that when my little sister was born I became very responsible and helpful. She also said that I was very calm and happy all the time. Then in June 1992 we moved to Dallas with my aunt and 3 older cousins. Living with my aunt was all right we had our good and bad times; we were all bunched up in a small house in Duncanville. A couple of months later we moved to a bigger house in the same neighborhood. Our next-door neighbors were very nice they really made us feel welcomed. Living at this house I started preschool. I went to a school that was only 4 blocks from the house, so my mom use to take my 2 younger cousins, our 2 neighbors (who by the way are twins), and me to school walking. I remember that when we all go home from school we would all go outside and play in the backyard. Then in May 27, 1993 my brother Alfredo was born so my dad decided to get a house of our own.

Bram Stokers Dracula is Anti-Christian :: Bram Stoker Dracula Essays

Bram Stoker's Dracula is Anti-Christian There are many ways that Bram Stoker's Dracula can be considered Anti- Christian by showing of Anti-Christian values and perversions of the Christian religion. In chapter one as Jonathan Harker is traveling to Castle Dracula he is met by several people. When he meets these people and tells them where he is going they cross themselves along with doing several other superstiscious actions. One of the women he meets gives him a crucifix to protect him on his journey. This crucifix protects him when Jonathan cuts himself shaving and Dracula lunges for his throat he stops when he sees the crucifix around Jon's neck. Later in the book it discusses how you can defend yourself from Dracula and other vampires by the possession of a crucifix or practically any consecrated item from the Christian religion can be used to save you from the attack or presence of a vampire. For example, in the latter of the book Van Helsing uses a Host to prevent Dracula to enter his coffin. Another time, during the night Van Helsing and Lucy stay out near the courtyard of Castle Dracula, Van Helsing makes a (Holy circle) with the Host to keep vampires out and to keep Mina safe in the (Holy circle). Another time when the Host is used as a deterrence of vampires is at the time Van Helsing and the other men are going to leave Mina alone in the house. Van Helsing touches a Host to Mina's forehead and it burns into her head since she, herself, was unclean. Another abstruction of the Christian religion would be the fact that Dracula sleeps in a coffin and especially because the dirt in his coffin is consecrated and Dracula, being evil, uses this ground to rest in. Dracula has several of the powers that Christians believe no one but God could control. For instance, Dracula can control the weather, wild or unclean animals and, he can change form and disappear into the air. Christians believe that consuming God's body and blood will give them everlasting life with God in heaven. Dracula getting life after death or living an afterlife on earth by consuming the blood of the living to survive, build his strength, and create more followers of him in his evil ways. By this, Dracula is relying on humans to renew his life after death and thus not concentrating on God as the source of life. As Dracula feeds on the blood of the living he creates followers as Jesus had disciples. Dracula has evil ways and spreads his evil not by sexual reproduction as God meant it

George Gissings :: Biography

George Gissings A Brief Biography Gissing was born at Wakefield, Yorkshire on November 22nd 1857. Not much is know about Gissing's early years, but it is know that the death of his father, a chemist, left Gissing heartbroken, although he never really cared for his mother. Gissing was an extraordinarily bright child. When he was just 15 he won a scholarship to Owens College, Manchester, where he did exceedingly well. He then moved on to London University, where it seemed he was destined for a life of scholarly leisure. However, his life was dramatically changed when he was caught stealing from the coat room of the University. He was arrested, expelled, and forced to do a month of labor. The reason for his crime was his desire to reform the prostitute Nell Harrison who he was in love with. After his disgrace, which left him uncomfortable with his own history, he traveled to America to start a new life. However, he soon became disillusioned with America and nearly starved to death. In 1877 he traveled bac k to England and married Nell. His life with Nell was a living hell. Nell developed a love of alcohol and often reverted to her old job to pay for her expensive habits. Gissing eventually paid Nell to live away from him, and Nell died in 1888. Gissing married Edith Underwood in 1891, and proceeded to hate a second marriage. With Edith Gissing had two children, but unfortunately that did nothing to soothe the discomforts of his married life so Gissing left Edith. Eventually Gissing did find someone he could be happy with. Gabrielle Fleury was a French translator who Gissing fell in love with. Unfortunately he could not legally marry her because he was still married to Edith. Gissing and Fleury lived together until Gissing's death on December 28th 1903. The Odd Women The Odd Women is considered by many to be one of George Gissings best works, possibly second only to New Grub Street. This book received a large increase in readership in the sixties because of its apparent feminist subject matter. And yes, it does deal with a very controversial Victorian subject, but even if the book was devoid of its controversy it would still be worth reading because of Gissings honest approach to realism and his writing style.

Practicum 7 Final Report

————————————————- University of Trinidad and Tobago ————————————————- School of Cognition and Learning Practicum VII Lecturers’ Names : L. Payne A. A Wilson L. Perez Student Name : Amrit Harrilal Student ID : 111007714 Contents Schedule of my classes4 Reflections5 LESSON PLANS13 WORKSHEETS THAT WERE/WERE NOT DISTRIBUTED32 POB lesson notes39 Principles of Accounts Lesson Notes52 Principles of Business Scheme of Work62 Principles of Accounts Scheme of Work64 Schedule of my classesAll of my classes were double periods. My subjects are taught for six periods in the six day cycle at the school. My first teaching day was on Wednesday 17th October for the last two periods of the day where I taught Principles of Business. My next class was on Friday 19th October fo r the first two periods, the subject was also Principles of Business. On Monday the 22nd October I taught Principles of Accounts and on Tuesday the 23rd October I taught Principles of Business for the first two periods and then Principles of accounts for the third and forth periods.My last teaching day was on Thursday 25th October however I was not able to teach this lesson due to the school having a cultural program for the scheduled time of my class which would have been the last two periods of the day. Reflections Reflection for first class. The first class that I taught was on Wednesday 17th October. The class was a double period and it was for the last two periods of the day. My co operating teacher miss Rodney was present as well as my supervisor Miss Perez.I believe that the class went well and I was able to achieve the objectives I set out to do in a reduced time period. There was a delay in starting the class because the teacher wanted to take roll, and I was waiting for st udents to come into the class to begin. I lost about 10 minutes waiting for the class to start and during this time I was beginning to get nervous. The class was hot and humid and my constant nervous perspiring was not making it any easier. After a little while the nerves were gone and I was able to talk normally to the class.The set induction that I used was effective because I used the example of 4 football teams and their leadership style and the students responded well to my set induction. The class is mainly boys and it is football season and the school is doing well in the local league so I thought it would have been a good idea to use the example of football teams to make the example more relating to the content. Throughout the lesson I referred back to the set induction to draw reference to the similarities between the teams and the different economic systems.As the class progressed I thought a student was testing me because of the question he asked which had nothing to do w ith the content that I was teaching. The question he asked was â€Å"what would happen if an unstoppable object were to hit an immovable object† I responded by saying â€Å"What does that question have to do with economic systems, but to answer your question, I believe that nothing would happen. † I thought I handled the situation well and my classroom management skills were effective, I walked around to check to see if they were taking notes and to generally have my presence felt throughout the class.I was getting a lot of questions from one side of the class and so my attention was mostly directed to that side of the class, something that I would like to remedy for my subsequent classes and for the rest of my teaching career. Due to the lack of time my assessment would have had to be done for homework. I did manage to complete the content that I wanted to teach. At the end of the class my supervisor told me that the lesson went well and in my future lessons to use gr oup work or group activities and to have some resources such as charts.The charts I think would have been a nice addition to the lesson, and maybe I can turn the chart into a game to make it fun and interactive for the students. The group work I was going to do it but after seeing another class work in groups or attempt to work in groups I think it would have worked against me. While observing a class they were arguing and not working together to do the case study and one student walked out of the class while I was supervising and I had to go talk to her outside and get her to come back in class.She was saying how she can’t work with people and how people are stupid. I told her that if she going into the business environment it is a lot of team oriented work that has to be done and that she should get accustomed to it from now. After that little conversation she came back into class. Another student was not doing anything in the class so when I asked him what he has done so f ar he said nothing. I asked him â€Å"Is that what you plan to do for the rest of your life, nothing? Are you going to live off your parents for the rest of your life? How are you going to mine a family? I was just asking him questions to think about his future he watched me and then after that he started doing some work. Supervising that class was a little challenge because of trying to get them to work together. They did not work how a group supposed to work. A few people were doing the work and the others were â€Å"loafing† and that defeats the whole purpose of group activities. That was the main reason I did not want to have group work. Another challenge that I know I have to work on was my handwriting on the board, and layout of the work on the board.At first I started writing notes on the board like I was giving a lecture and then I started putting the notes in a better layout. I plan to use the extreme left of the board to write objectives on the board and use the mi ddle and right of the board to give notes. I prefer to give notes in point form as it is easier to read and it is faster to write. It also allows students to get clear information rather than give an entire paragraph, it is easier to give them the points and they would be better able to understand and remember the information.Also previously I gave them handouts as my method for giving them information but most of the time those students never used the handouts, they did not read it and once I gave them it they just put it away. This term I decided to have them write it out rather than just give them the information. I would let them tell me what they know first and write it on the board even if it was wrong and then ask them to explain to try and make a link and to encourage them to answer and ask questions and make relations. After this is done the correct notes would be placed on the board and they would be told to write it down.Overall I believe that the lesson went well, I was a bit worried at first because it was the first time I met the students and it was my first class and my practicum advisor was coming to observe me as well, I felt I started off a little shaky and then when the butterflies left I was normal once again. At a point in time I even forgot I was being observed. The only hiccup I think was the example I used with Nike and the â€Å"Battas† but from the crosstalk I heard them mention Rattans and imitation goods so I believe they got the point I was trying to bring across.Aside from that if I had got the class to start on time I believe I would have gotten to at least start the worksheet. Reflection for the second class This class took place on Friday 19th October. The class was scheduled for the first 2 periods of the day but unfortunately I was only able to teach for one period. The school security were doing searches at the gate and this delayed me by an entire period as there were only 5 students in the class until around 9 when more kept filing in until I had about 11-15.This lesson we were supposed to do command economies and market economies but I was only able to do features and advantages of command economies with the time I got. I thought this was good because they took some time to settle, one of the students even suggested to me to start the class with a prayer and I did. I was surprised that they would even suggest it. It seemed to me that the prayer settled them because they were behaving, taking notes, asking and answering questions.I asked them to return the worksheet I gave them in the previous class but only two of them completed it so I told them to complete it for homework. This lesson went well also. The problem that I was having was again writing on the board. I know I have a problem with my handwriting and for that reason I bought a projector but after using it for only 2 months this year it malfunctioned and a component in the circuit board went bad leaving it useless. Aside from that th ere were no bad behaved students and I had to speak louder and spread out my questions more.I was getting a lot of questions from one side of the class so my attention was focused there mostly but I did ask questions to the left side but not as much as the right and middle. This is something I would have to remedy in my future classes. The cooperating teacher told me that she would see if she could get the AV room for me for my other classes, I think that would have been a great asset to the lesson because I would not have to write on the board and the students would have an easier time understanding and be in a cooler environment more suited for learning.Reflection for the third class My third class was on Monday 22nd October. I got to teach Mr Mustgraves Principles of Accounts class. After discussing my lesson plan with him on Friday he said it was good but he believed that I was trying to do too much for that lesson because of how the students behave and there level of motivation . So I adjusted it to suit his suggestions. The class had about 11 students out of 26 this was rather disturbing to me as I noticed a trend and I was rather worried about the students. The topic I was allowed to teach was that of Depreciation.For this lesson I planned to teach some theory about depreciation and then go into the CXC requirements of Straight line and reducing method calculation. To start the lesson I introduced my self to the class and began with telling them about my phone. I said how much I paid for it and how long I had it for and then asked a student so tell me how much they would pay for this phone right now. I then asked another student to tell me how much they would sell their phone for and how much they paid for it. From this they started paying attention and listening to me.As they told me why they would pay less for the phones I wrote the answers down on the board. This was done to introduce the term Depreciation and I think it was well received. From their answers I told them that the term we use to describe the reason the phone lost value was because it depreciated. From this set induction they were able to relate to me reasons an items value would be depreciated. When they gave a response I asked them to elaborate on it so as to have a better understanding so I can make it relate to the lesson.I did not want to discourage them from answering questions so when they said something that was incorrect I asked them to explain their reasoning for it to try and get them to think more along the correct lines by using probing questions and guided questions they were able to answer the initial question I gave them. After discussing the term depreciation, they took notes on depreciation. I then told them that for their examination purposes they would only be required to know two methods of calculating depreciation which were straight line and reducing balance method.I first told them how to calculate the straight line method but a critical mis take I made was not writing down the formula on the board. I told them what it was but I did not write it and I know that was not a good thing to do. I plan to write it on the board for the next class. While doing an example of straight line method I asked them what did they notice about the depreciation per year and they told me that it was the same. I then told them to keep that in mind.We then did the reducing balance method and I gave them an example and calculated the first two years for them so they would see what to do on one side of the board there was the straight line calculation and on the other side of the board was the reducing balance. While working the calculation I was talking to them asking them what to do next and writing on the board. After talking to the cooperating teacher the told me that he was amazed that they could use a calculator because to press the % button on the calculator was beyond them.I then told him well I did not write 30% in the calculations I w rote 30/100 because I assumed they would know that 30% , 30/100 and . 3 are the same in calculating a percentage of a value. So after doing this I went around and checked their books to see if they were working it out correctly, those who were doing it wrong I gave them guidance accordingly. I then asked them, spreading out my questions evenly this time, what to do next for each of the 5 years. One student told me an incorrect answer that I know could not be right because the value he gave me was larger than the initial value.So I went over to him to see what he was doing wrong on the calculator and it seemed to me that he did not know how to calculate the percentage of a value so I showed him and he was able to continue with the calculations. I spent a lot of time giving them individual attention and I can tell that they understood. To me this is the best part of teaching, when your students understand and they want to learn. They even asked me to continue teaching them and when I would be teaching them again.That was really heart warming to me and I really did feel motivated. I only had trouble from one student but he respected me enough to put his head down on the table and not disrupt the class when I was knocking on his table to wake him up the cooperating teacher shook his hand and signalled to leave him so I left him. When the bell rang one of the students asked me to explain something to him with regards to the profit and loss and balance sheet so I said let me go get my bag and I would be back.I returned and explained to him the format of the trading and profit and loss account and balance sheet, another student sat next to me while I was explaining and I could tell they were interested and they were understanding what I was explaining to them. They even told me that my class was the best accounts class they had in 2 years. After the class I asked for an evaluation from the cooperating teacher and he said it was good and that he did have some issues w ith how I portrayed my content. He said the content was not wrong but that there were better ways to display the information and only with practice that I would know of those methods.He said that some of the terms I used as well were not wrong but I were using it in the wrong context one of these were expense and expenditure, and costs. He said to be careful with the terms that I use to explain. Aside from these details he said my lesson was good and I felt it went well also. So to resolve the issues that came up I decided to show the depreciation in a table as Mr Mustgraves suggested and it was well received. I can understand why he said to show it in a table as it is easier to make comparisons between methods.This was an adjustment that I made to my initial lesson. For the follow up lesson I planned to do a review of the first lesson briefly going over the calculation and why items depreciate and then practicing the calculations with them. Reflection for the 4th Class This class t ook place on Tuesday 23rd October. It was for the first two periods of the day and the class was to teach Principles of Business. For this class I finished the disadvantages of the command economy and did the features and advantages of the mixed economy. I did not get to do disadvantages and distribute the worksheet.This class was good, the students were well behaved except for one or two little disruptions, which I think I handled well. One student was particularly animated and as I realised this I called him up to come and sit in front so he would not distract the other students. The objectives were not entirely met and therefore I did not want to distribute the worksheet that I had made for them. The only real problem that I can see would be the handwriting on the board. I did not get the AV room and so I had to write on the board once again. When the class was over I thanked the students for behaving good and for having me for the two weeks.The cooperating teacher also said the lesson went well and the only issue would be to work on my hand writing. Reflection for the 5th class This class took place on Tuesday 23rd October as well. It was for the 2 periods after the break which would have been from 10 to half 11. I went to the class early to draw up the tables for the depreciation. The students said that I real serious and I just laughed. When the bell rang I started the class by greeting the class and doing a short recap of the previous lesson. I wrote the formulas on the board and drew a square around them and gave them a heading.I told them to write it down in their books and I began working examples with them and checking their books to see if they were getting it out. The class had about 16 people on the day and so I had to give them some individual attention to bring them up to speed with the rest of the class with regards to the calculations. Some of them were having difficulty working the calculations so I needed to constantly check on them so ther e was a lot of walking around and individual attention. This class was mostly focused on practice as I was told that the students do not do their homework so the only practice they get is from what they do in class.This lesson went well as I left the class feeling that the students would be able to handle calculations of straight line and reducing balance method of depreciation. I believe that the objectives that I set out to achieve were accomplished as when looking at their books and hearing their answers the content was accurate and well defined. Overall Reflection The practicum experience for this semester was very heart warming and motivating. I really felt that the students learned the content in the classroom due to the examples that they were giving and the responses to the questions that I was asking.With a little probing questions and guiding questions the students were able to answer correctly and make valuable contributions to the class. Right now I am looking forward to going back to the school next term and hopefully preparing the Accounts class for final exams. I am really worried about the class and where they have reached in the syllabus. If I am to teach that class for the upcoming practicum they would have to cover a huge amount of work in a very short space of time this alone is enough to get any teacher worried and frustrated.Also I am very worried about the amount of students who do not attend the class and what would happen to them when they have to write exams. I would have to listen to some words from my secondary school teacher who told us â€Å"You can’t save them all†. It seems that she was right about that. The improvements that I believe I would have to work on would be my handwriting on the board or come up with alternatives to writing on the board. I also have to work on projecting my voice as well as sometimes I forget how loud the other classrooms can be and students may not hear me properly.I think that I have b egan spreading out my questions to all areas of the class and identified a few of the trouble students who might be a little disruptive. Also not setting unattainable objectives, you really have to cater your lesson for your class. Some of the little hiccups and delays can really throw off your lesson timing and how much work that you can get done for the period. Additionally I plan to start incorporating little group activities or exercises in my future lessons. I am looking forward to the next practicum experience and hope to become and even better teacher than before.LESSON PLANS LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4G4DURATION OF LESSON80 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1 Demonstrate knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1Define economy and ec onomic system 2Describe the Traditional System 3Describe the Market System Psychomotor Domain 1Write short notes to develop note taking skillsAffective Domain 1Appreciate the significance of the various Economic Systems in Principles of Business Previous Knowledge Types of businesses, market, demand, supply TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Short storyInform ObjectivesDefining – economy-economic systemIdentifying the 4 types of economic systemsReview of presentation 1Defining : – Traditional SystemWhat is it?Describe life in the traditional system. Review of presentation 2 Defining-The market systemAdvantages and disadvantages of the market systemReview of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussi ngQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black board Lesson notes, black board, black board. Lesson notes| DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on he black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative|A dditional lesson notes: I was not able to do the worksheet due to the late start of the class. The work sheet was distributed to do as homework. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1 Describe the Command and Mixed economic system 2 Explain the advantages and disadvantages of the Command economic system 3 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain Appreciate the significance of the various economic Systems in business Previous Knowledge Types of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TE ACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Review of Market and traditional conomiesInform ObjectivesDefining – command systemFeatures of command systemReview of presentation 1Advantages and Disadvantages of the Command SystemReview of presentation 2 Defining-The mixed systemFeatures of the mixed systemAdvantages and disadvantages of the mixed systemReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative| End of lesson notes: I was only able to teach for one period instead of two due to the bag searches at the gate delaying students to arrive to class on time. The class started at ten past nine when it was scheduled to start at nine. For this I would do the remainder of this lesson on my next teaching day which would be on Tuesd ay 23rd October. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period AdjustmentsLESSON TOPIC. Depreciation GENERAL OBJECTIVESStudents will: Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1. Define Depreciation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciation Psychomotor Domain 1. Calculate the Depreciation using straight line method 2. Calculate Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. Value the importance of using Straight line or Reducing balance method in accounting Previous KnowledgeTIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALU ATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Story about phoneInform ObjectivesDefining * Depreciation * Causes of depreciation * Factors to consider when calculating depreciationReview of presentation 1CalculatingStraight Line methodReview of presentation 2 CalculatingReducing Balance MethodReview of presentation 3ExerciseWrite homework on the board, Thank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioning, discussingDiscussing, informing, questioning, guidingQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingWrite exercise on board| Lesson notes, black board, black board black boardlesson notes black board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingAsking questions, Discussing, Responding| FormativeFormativeFormativeFormativeFormativeFormativeFormativeSummative| Additional lesson notes : I was able to complete the lesson LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cogn itive Domain 4 Describe the Command and Mixed economic system 5 Explain the advantages and disadvantages of the Command economic system 6 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Presentation 3Summary 3EvaluationClosure| Review of market and advantages of command economiesInform ObjectivesDisadvantages of Command EconomiesReview of presentation 1Defining-The mixed systemFeatures of the mixed systemReview of presentation 2 Advantages and disadvantages of the mixed systemReview of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingDiscussing, informing, questioning Questioning , DiscussingDistribute worksheet. Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, black boardlesson notes Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativ eFormativeFormativeFormativeFormativeFormativeSummative| | | | | | | | | Additional lesson notes : I was unable to complete this lesson due to the late start. I completed up to advantages of the mixed system and so the work sheet was not distributed. I plan to distribute the worksheet in my final class where the students would have all information to answer the questions correctly. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM5DURATION OF LESSON90minEXAMINATION BODYCXC SUBJECTPrinciples of AccountsNO.OF STUDENTS 26AGE RANGE 14-17 UNIT TOPICEnd of Period AdjustmentsLESSON TOPIC. Depreciation GENERAL OBJECTIVESStudents will: 1Demonstrate an understanding of depreciation using conventional accounting methods SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1. Explain the concept of depreciation 2. Assess the factors that cause depreciation Psychomotor Domain 3. Calculate the Depreciation using straight line method 4. Calculate Depreciation using reducing balance m ethod Affective Domain 3. Appreciate the significance of depreciation for the use in accounting 4. Value the importance of using Straight line or Reducing balance method in accounting Previous KnowledgeFixed asset, cost, current asset, depreciation, straight line method, reducing balance method, profit, loss, salvage value TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUATION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2EvaluationClosure| Quickly review how to calculate depreciation on the board. Inform ObjectivesPractice working an example of Straight Line method and reducing balance method as a classCorrect work done in presentation 1Practice working an example of Straight Line method and reducing balance method in pairsCorrection of the exerciseWork an example individuallyCorrect exercise.Thank students and tell them to prepare for their next class| Discussing, QuestioningWriting on th e boardDiscussingQuestioningWritingQuestioning, discussingWriting on boardDiscussing, informing, questioning, guidingQuestioning, discussingWriting on boardQuestioning , DiscussingWrite exercise on board| Lesson notes, black board, black board black boardlesson notes black board, Lesson notes black boardLesson notes, black board, black board Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestions,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativesummative| Additional lesson notes : I was able to complete the lesson. This lesson was a practical lesson where the students got to practice what they learned in he previous class until mastery of the content was attained. LESSON PLAN SCHOOLEl Dorado East SecondaryYEAR2012-2013TERM1 FORM4DURATION OF LESSON90 minutesEXAMINATION BODYCXC SUBJECTPrinciples of BusinessNO. OF STUDENTS 26AGE RANGE 14-16 UNIT TOPICThe Nature of BusinessLESSON TOPIC. Economic Systems GENERAL OBJECTIVESStudents will: 1Demonstrate Knowledge of the various types of Economic Systems SPECIFIC OBJECTIVESStudents will: Cognitive Domain 1 Explain the disadvantages of the Mixed economic system Psychomotor Domain 1Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems in business Previous KnowledgeTypes of businesses, market, demand, supply, market system, traditional system TIME| ELEMENTS| CONTENT| TEACHING-LEARNING METHODS| TEACHING-LEARNING RESOURCES | TEACHER ACTIVITIES| STUDENT ACTIVITIES| EVALUA TION| | Set InductionPresentation 1Summary 1Presentation 2Summary 2Summary 3EvaluationClosure| Review of command and features of mixed economiesInform ObjectivesDisadvantages of mixed economiesReview of presentation 1Quick Recap of all economiesReview of presentation 2 Review of presentation 3ExerciseThank students and tell them to prepare for their next class| Discussing, QuestioningDiscussingQuestioningDiscussing, informing, questioningQuestioning, discussingQuestioning , DiscussingDistribute worksheet to be done in class| Lesson notes, black board, black board black board black board, Lesson notes black board Lesson notes, black board, Lesson notes, black board, | DiscussionWriting on black boardAsking QuestionsDiscussionAsking questions,Discussion, writing on the black boardDiscussion, askingQuestions, writing on black board Asking questions,Discussion, writing on the black boardAsking questions,Discussion, writing on the black board| Listening, respondingAnsweringAskingQuestion s,Respondinglisteningwriting, listening, asking questions, respondingwriting, listening, asking questions, respondingwriting, listening, asking questions, responding| FormativeFormativeFormativeFormativeFormativeFormativeSummative| | | | | | | | |Additional lesson notes : this would be the lesson for the class that I did not get to teach on Thursday 25th October due to the cultural programme that it had in the school. The plan for this lesson would be to finish off the last bit of content and then distribute a worksheet for the students to do in class either individually or in pairs. For the students who want to work by them self I planned to allow them to do so to allow for a smooth transition in the class and less disruptions in an already disruptive class. They would be allowed to use their resources to get the correct answers. There would be no reflection for this class as it was not actually taught. WORKSHEETS THAT WERE/WERE NOT DISTRIBUTED El Dorado East Secondary School Princ iples of Business Form 4 Date ______________________Student Name (block letters)_____________________________________________________________ 1. Economy can be defined as which of the following (tick the correct answer) A. The efficient use of resources B. The inadequate distribution of wealth in a country C. The study of demand and supply D. None of the above 2. The way a country utilises its resources to meet current and future needs is also referred to as economy True/False 3. In the space provided below name the different types of economic systems ————————————————- ————————————————- ————————————————- ——————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- 4.This system is where people provided for themselves and their families through direct production. Name the system here ________________________________________ 5. Give an example of the above system _______________________________________ 6. Name 3 of the economic activities for the above system _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7.A market is defined as ______________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ 8. Give three features of the Market System I. _____________________________________________________________________________ _______________________________________________________ II. ____________________________________________________________________________________________________________________________________ III. ____________________________________________________________________________________________________________________________________ 9. List three Advantages of the market system ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________ 10. List 2 disadvantages of the Market system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11. What are your thoughts on the two systems discussed in class today? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________ El Dorado East Secondary School Principles of Business Form 4 Date ______________________ Student Name (block letters)_____________________________________________________________ 12. What are some other names for the command system i. Planned ii. Directed iii. Controlled a. I,iii,iii b. I and ii only c. I only d. I and iii only 13.In a command system the government has control of all resources in the country. True/False 14. In the space provided below name 3 features of a command economic system ————————————————- ————————————————- ——————————†”—————- ————————————————- 15. Name three countries that practice the command economic system in more recent times ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 16.Give 3 advantages and 3 disadvantages of the command system ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________ 17. The mixed economic system is a system where ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 18. Give three features of the Mixed System ________________________________________________________________________________________________________________________________________________________________________________________________________________________ 19. List three Advantages of the mixed system ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________ 20. List 2 disadvantages of the Mixed system ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 21. What are your thoughts on the two systems discussed in class today? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ POB lesson notes Lesson Notes Introduction/Set Induction Story about the four football teams which represent one of each type of economic system.Each team has features of one of the major economic systems. Objectives Students will: Cognitive Domain 1Define economy and economic system 2Describe the Traditional System 3Describe the Market System Psychomotor Domain 1Write short notes to develop note taking skills Affective Domain 1Appreciate the significance of the various Economic Systems in Principles of Business Presentation 1 Defining Economy Economy * The efficient use of resources * The activities involved in the production and distribution of goods and services in a country or region * A countries income, products and resources and how efficiently these are being utilized to meet current and future needsDefining Economic System * The way in which a society organizes for the production and distribution of goods and services The 4 types of economic system * Traditional or subsistence economic system * Free market or laissez-faire or capitalist economic system * The planned/command/directed economic system * Mixed economic system Summary 1 – (Formative) What does the term economy mean? * The efficient use of resources * The activities involved in the production and distribution of goods and services in a co untry or region * A countries income, products and resources and how efficiently these are being utilized to meet current and future needsWhat do you understand by the term economic system? – The way in which a society organizes for the production and distribution of goods and services Name the 4 types of economic systems * Traditional * Command * Market * Mixed Presentation 2 Traditional system The traditional system is where people provide for them selves through direct production. Direct production is where a person satisfies his own needs by providing for him self and not depending on others to provide the good or service. Eg. Tribes, traditional Indians living off the land. Examples of these activities include hunting, fishing, gathering, skinning. Summary 2 (Formative) What is the traditional system?Give some examples of the traditional system in the world. What are some of the traditional economic activities. Presentation 3 The Market System What is a market? * An arra ngement where buyers and sellers are brought together to transact business. * A set of conditions that facilitates the exchange of goods and services or facilitates trade Market Economy * An economic system in which the open exchange of goods and services between producers and consumers takes place. * This is a hypothetical model, no country in the world that has an exclusive market economy. * There are countries where the private sector does have a controlling interest eg.USA, Brazil, Canada, Japan, Sweden. * Other names for market economy are – capitalist or free market or laissez-faire * The Factors of production are owned and put into operation by private individuals and organizations and not government * The producer sets up his business and determines production and profit targets based on available data. * The customer has the freedom to satisfy his wants and needs. * Customers would look for high quality and low priced goods, therefore manufactures who can provide thi s would prosper whereas those who cannot provide this may end up falling out of business due to a lack of profits. Advantages of the Market system Manufacturers can produce what the consumers demand and consumers can buy what they want * Decision making is not controlled so there is greater decision making about what to produce * The market economy is adaptable to changes in demand. * There is a large variety of goods and services to either produce or consume * Little government intervention or a lack of it * A greater degree of competition Disadvantages * Only the highest profit margin goods would be produced because the private sector is motivated by high profit margins * Consumers can be exploited if there is little competition ( monopoly) and very little government regulations for goods or services that are necessities. Eg water, electricity * It can lead to inequalities in the society as the rich get richer and the poor get poorer. oneEvaluation (Summative) See worksheet 1 in W orksheet Section. Lesson Notes Introduction/Set Induction Review of previous class, referring back to the story of the football teams and going over the features of the command economy and market economy. Objectives Students will: Cognitive Domain: 1 Describe the Command and Mixed economic system 2 Explain the advantages and disadvantages of the Command economic system 3 Explain the advantages and disadvantages of the Mixed economic system Psychomotor Domain 1 Write notes neatly in their books * Affective Domain 1Appreciate the significance of the various economic Systems Presentation 1 Command System Other names for the command economic system – planned economic system, directed economic system * An economic system where the government controls the factors of production * The government manages and distributes resources to the citizens. * The state decides the quantity and the type of products to produce Command system features * The state dictates the distribution of wealth * The production, price and distribution of goods and services, the employment or persons the dismissal of personnel, the payment for services rendered all rest with the state. * Eg of command economies – the Peoples Republic of China,Republic of Cuba, Democratic Peoples Republic of Korea (North Korea), Republic of Vietnam. Summary 1 – (Formative) What is the command system?Give some examples of the command system in the world. Name some features of the command system Presentation 2 Advantages of command system * Reduced wastage of resources due to State making decision about what to produce and directs resources into these areas * Profits gained from state industries may be used to generate further production and expand the provision of public goods and services. Eg hospitals , welfare programs, national security * Consideration may be given to providing better working conditions for state employees * No group of individuals can force prices up because the State sets the prices and pays salaries. * Income is more evenly distributed Workers may tend to increase their efficiency because they may feel they are working for their countries and for them selves * Government intervention is high to prevent unfair practices against consumers and imbalance against firms. Disadvantages * Wastage of manpower because a lot of people is required for central planning * Conflict may arise because what the state decides with regard to production or needs may not be what the people really want * Equal treatment of unequal may take place. Eg someone who is working more efficiently than another may be getting paid the same salary which is very de-motivating. * It stifles creativity due to the lack of incentives for initiative. Production is usually ahead of demand and this may lead to waste as once the consumers need is satisfied they may not purchase a good they think is of inferior quality or unattractive. Summary 2 (Formative) Name some of the Advantages and di sadvantages of the command economy Presentation 3 Mixed Economies Features * Both the government and the private sector participate in the decision making process about what to produce , how and for whom it is to be produced for. * Key services such as education, policing, health and roads and other infrastructure are provided by the government but private firms can also provide these services. * The state has productive activities through state owned corporations and nationalized industries * Private owned businesses compete with government owned business Advantages The state passes laws to protect against unfair trading practices * Both government and the private sector can cooperate in the delivery of certain services through franchising Disadvantages * Too much government regulation would dampen the free enterprise spirit * Some state owned industries are allowed to operate inefficiently resulting in wastage of resources * If the government intervenes and sets a maximum and mini mum price it may be difficult to regulate due to forces of demand and supply. Summary 3 * What are some of the features of the mixed system * What are the advantages and disadvantages of the mixed system Evaluation (Summative)See worksheet 2 in Worksheet Section. Principles of Accounts Lesson Notes Lesson Notes Introduction/Set Induction Talk about your phone and ask the question `how much would you pay for this phone`. Give them the cost price of the phone, how long ago it was bought, the features of the phone and how functional it is. ( how much scratches, falls it had for slight humour). Ask them why would they pay less for it and write the reasons they give on the board. These reasons would be categorised later on in the lesson. Objectives Students will: Cognitive Domain 1. Define Depreciation 2. List the causes of depreciation 3. Name the factors to be considered when calculating depreciationPsychomotor Domain 1. Calculate the Depreciation using straight line method 2. Calculat e Depreciation using reducing balance method Affective Domain 1. Appreciate the significance of depreciation for the use in accounting 2. Value the importance of using Straight line or Reducing balance method in accounting Presentation 1 What is depreciation The part of the original purchase price of the fixed asset consumed during its period of use by the firm. Ask what is a fixed asset Review fixed assets * Assets that are long life * Used in the business * Not used mainly for resale The amount that is deducted from the cost price. Depreciation is an expenseDepreciation is charged to the profit and loss account and would therefore reduce profit. Causes of Depreciation -Physical deterioration -Economic factors -Depletion Physical depreciation * Wear and tear * Erosion, rust, rot and decay Economic factors * Obsolescence -> comes from the word obsolete. The asset is no longer up to date and may not be used or be inefficient as compared to newer models * Inadequacy – > the ass et would be inadequate for the firms use. For example when a firm upgrades or expands it might not be efficient to use a small transport truck, it would be more efficient to use a larger transport truck or have a larger fleet of vehicles. The smaller vehicles would be sold to a smaller firm. DepletionOver the course of time a natural resource would be depleted or reduced from constant extraction. Eg natural gas, oil, mineral deposits. There are two methods used to calculate depreciation The straight line method Reducing balance method Summary 1 – (Formative) What is depreciation What are some of the causes of depreciation. What are the two methods of depreciation Presentation 2 Straight line method Called the fixed instalment method. You would have a cost price of the asset Might have a resale value of the asset Formula – cost price – resale value number of years of use eg a piece of machinery costs $50,000 it is estimated that it would be resold for 5000 at the end of 5 years.To calculate the depreciation using the straight line method 50000-5000 = 45000 = 7000 5 5 The depreciation would be $7000 per year for 5 years If the machinery had no resale value the calculation would be Cost price / years of use 50000/5 = $10,000 per year for 5 years The straight line method depreciates an asset for the same amount every year. Summary 2 (Formative) Calculate the depreciation on an asset costing 100000 for 5 years. The resale value is estimated at 10000. Use the straight line method to calculate the depreciation. Presentation 3 Reducing balance method Depreciates an asset by a reducing amount each year by a percentage. Also known as the diminishing balance method. EgCost price 20000 Depreciation (20%)20% of 20000 = 4000 Value of asset after one year = cost price – depreciation = 16000 Depreciation for second year = value of asset – depreciation Value of asset after first year = 16000 Depreciation (20%)= 20/100 * 16000 = 3200 Value of asset after second year = 16000-3200 = 12800 Value of asset for third year = current value of asset – depreciation Value of asset = 12800 Depreciation (20%) = . 2 * 12800 = 2560 Value of asset = 12800-2560 = 10240 Value of asset for forth year = current value of asset – depreciation Value of asset = 10240 Depreciation = . 2 * 10240 = 2048 Value of asset = 10240-2048 = 8192Value of asset for 5th year = current value of asset – depreciation Value of asset = 8192 Depreciation = . 2 * 8192 Value of asset = 8192- 1638. 4 = 6553. 60 Once an asset has been depreciated for its full life its book value and resale value should be equal. * Give this if they are getting it out quickly To calculate the depreciation per month you would have to calculate the depreciation per year and then divide that value by 12 to calculate the depreciation per month. Calculate the following Using reducing balance method and straight line method calculate the depreciation for 4 years on an as set costing 10000 and the depreciation is 40% per annum. Principles of Business Scheme of Work