American Civil War in the West - 1863-1865

American Civil War in the West - 1863-1865 The Tullahoma Campaign As Grant was directing tasks against Vicksburg, the American Civil War in the West proceeded in Tennessee. In June, in the wake of stopping in Murfreesboro for about a half year, Maj. Gen. William Rosecrans started moving against Gen. Braxton Braggs Army of Tennessee at Tullahoma, TN. Directing a splendid battle of move, Rosecrans had the option to turn Bragg out of a few cautious positions, compelling him to relinquish Chattanooga and driving him from the state. Clash of Chickamauga Fortified by Lt. Gen. James Longstreets corps from the Army of Northern Virginia and a division from Mississippi, Bragg laid a snare for Rosecrans in the slopes of northwestern Georgia. Propelling south, the Union general experienced Braggs armed force at Chickamauga on September 18, 1863. Battling started vigorously the next day when Union Maj. Gen. George H. Thomas assaulted Confederate soldiers on his front. For the majority of the day, battling flooded here and there the lines with each side assaulting and counterattacking. On the morning of the twentieth, Bragg endeavored to flank Thomas position at Kelly Field, with little achievement. Because of the bombed assaults, he requested a general ambush on the Union lines. Around 11:00 AM, disarray prompted a hole opening in the Union line as units were moved to help Thomas. As Maj. Gen. Alexander McCook was endeavoring to plug the hole, Longstreets corps assaulted, abusing the opening and steering the traditional of Rosecrans armed force. Withdrawing with his men, Rosecrans withdrew the field leaving Thomas in order. Excessively vigorously drew in to withdrawal, Thomas solidified his corps around Snodgrass Hill and Horseshoe Ridge. From these positions his soldiers beat off various Confederate attacks before falling back under the front of obscurity. This gallant resistance earned Thomas the moniker The Rock of Chickamauga. In the battling, Rosecrans endured 16,170 setbacks, while Braggs armed force acquired 18,454. Attack of Chattanooga Shocked by the annihilation at Chickamauga, Rosecrans withdrew right back to Chattanooga. Bragg followed and involved the high ground around the city adequately putting the Army of the Cumberland under attack. Toward the west, Maj. Gen. Ulysses S. Award was resting with his military close to Vicksburg. On October 17, he was provided order of the Military Division of the Mississippi and control of every single Union armed force in the West. Moving rapidly, Grant supplanted Rosecrans with Thomas and attempted to revive gracefully lines to Chattanooga. This done, he moved 40,000 men under Maj. Gens. William T. Sherman and Joseph Hooker east to fortify the city. As Grant was emptying troops into the region, Bragg numbers were diminished when Longstreets corps was requested away for a battle around Knoxville, TN. Clash of Chattanooga On November 24, 1863, Grant started tasks to drive Braggs armed force away from Chattanooga. Assaulting at sunrise, Hookers men drove Confederate powers from Lookout Mountain south of the city. Battling here finished around 3:00 PM when ammo came up short and a substantial mist encompassed the mountain, winning the take on the epithet Conflict Above the Clouds. At the opposite stopping point, Sherman propelled taking Billy Goat Hill at the north finish of the Confederate position. The next day, Grant got ready for Hooker and Sherman to flank Braggs line, permitting Thomas to progress up the substance of Missionary Ridge in the inside. As the day advanced, the flank assaults got stalled. Feeling that Bragg was debilitating his middle to strengthen his flanks, Grant requested Thomas men to push ahead to ambush the three lines of Confederate channels on the edge. Subsequent to making sure about the primary line, they were nailed somewhere around fire from the staying two. Ascending, Thomas men, without orders, proceeded up the slant, reciting Chickamauga! Chickamauga! what's more, down and out the focal point of Braggs lines. With no decision, Bragg requested the military to withdraw back to Dalton, GA. Because of his destruction, President Jefferson Davis soothed Bragg and supplanted him with Gen. Joseph E. Johnston. Changes in Command In March 1964, President Abraham Lincoln elevated Grant to lieutenant general and set him in incomparable order of every Union armed force. Leaving Chattanooga, Grant gave order to Maj. Gen. William T. Sherman. A long-term and confided in subordinate of Grants, Sherman promptly made arrangements for driving on Atlanta. His order comprised of three armed forces which were to work in show: the Army of the Tennessee, under Maj. Gen. James B. McPherson, the Army of the Cumberland, under Maj. Gen. George H. Thomas, and the Army of the Ohio, under Maj. Gen. John M. Schofield. The Campaign for Atlanta Moving southeast with 98,000 men, Sherman originally experienced Johnstons 65,000-man armed force close to Rocky Face Gap in northwest Georgia. Moving around Johnstons position, Sherman next met the Confederates at Resaca on May 13, 1864. Subsequent to neglecting to break Johnstons safeguards outside the town, Sherman again walked around his flank and constrained the Confederates to fall back. Through the rest of May, the Sherman consistently moved Johnston back towards Atlanta with fights happening at Adairsville, New Hope Church, Dallas, and Marietta. On June 27, with the streets too sloppy to even think about stealing a walk on the Confederates, Sherman endeavored to assault their situations close Kennesaw Mountain. Rehashed attacks neglected to take the Confederate entrenchments and Shermans men fell back. By July 1, the streets had improved permitting Sherman to again move around Johnstons flank, dislodging him from his entrenchments. The Battles for Atlanta On July 17, 1864, tired of Johnstons steady withdraws, President Jefferson Davis provided order of the Army of Tennessee to the aggressive Lt. Gen. John Bell Hood. The new administrators first move was toâ attack Thomas armed force close Peachtree Creek, upper east of Atlanta. A few decided attacks struck the Union lines, yet were at last totally rebuffed. Hood next pulled back his powers to the inward resistances of the city trusting Sherman would follow and free himself up to assault. On July 22, Hoodâ assaulted McPhersons Army of the Tennesseeâ on the Union left. After the assault made starting progress, moving up the Union line, it was halted by massed ordnance and counterattacks. McPherson was murdered in the battling and supplanted with Maj. Gen. Oliver O. Howard. Incapable to enter the Atlanta resistances from the north and east, Sherman moved toward the west of the city however was obstructed by the Confederates at Ezra Churchâ on July 28. Sherman next chose to compel Hood from Atlanta by cutting the railways and flexibly lines into the city. Pulling nearly of his powers from around the city, Sherman walked on Jonesborough toward the south. On August 31, Confederate troopsâ attacked the Union positionâ but were handily determined away. The following day Union soldiers counterattacked and got through the Confederate lines. As his men fell back, Hood understood that the reason was lost and started emptying Atlanta the evening of September 1. His military withdrew west towards Alabama. In the crusade, Shermans armed forces endured 31,687 losses, while the Confederates under Johnston and Hood had 34,979. Clash of Mobile Bay As Sherman was surrounding Atlanta, the US Navy was directing tasks against Mobile, AL. Driven by Rear Admiral David G. Farragut, fourteen wooden warships and four screens ran past Forts Morgan and Gaines at the mouth of Mobile Bay and assaulted the ironclad CSS Tennessee and three gunboats. In doing as such, they went close to a torpedo (mine) field, which asserted the screen USS Tecumseh. Seeing the screen sink, the boats before Farraguts lead stopped, making him broadly shout Damn the torpedoes! No holding back! Going ahead into the inlet, his armada caught CSS Tennessee and shut the port to Confederate delivery. The triumph, combined with the fall of Atlanta, extraordinarily helped Lincoln in his re-appointment battle that November. Franklin Nashville Campaign While Sherman rested his military at Atlanta, Hood arranged another battle intended to cut the Union flexibly lines back to Chattanooga. He moved west into Alabama planning to bring Sherman into following, before turning north towards Tennessee. To counter Hoods developments, Sherman dispatched Thomas and Schofield back north to ensure Nashville. Walking independently, Thomas showed up first. Hood seeing that the Union powers were separated, moved to overcome them before they could think. Skirmish of Franklin On November 29, Hood about caught Schofields power close to Spring Hill, TN, yet the Union general had the option to remove his men from the snare and arrive at Franklin. After showing up they involved fortresses on the edges of town. Hood showed up the next day and propelled an enormous frontal ambush on the Union lines. Some of the time alluded to as the Picketts Charge of the West, the assault was rebuffed with overwhelming losses and six Confederate commanders dead. Skirmish of Nashville The triumph at Franklin permitted Schofield to arrive at Nashville and rejoin Thomas. Hood, in spite of the injured state of his military, sought after and showed up outside the city on December 2. Safe in the citys protections, Thomas gradually arranged for the up and coming fight. Under gigantic tension from Washington to polish off Hood, Thomas at last assaulted on December 15. Following two days of ambushes, Hoods armed force disintegrated and broke down, adequately annihilated as a battling power. Shermans March to the Sea With Hood involved in Tennessee, Sherman arranged his crusade to take Savannah. Accepting the Confederacy would possibly give up if its ability for making war was demolished, Sherman requested his soldiers to direct a complete singed earth battle, decimating everything in their way. Leaving Atlanta

Marriot Being a Marketer Case Study Example | Topics and Well Written Essays - 1250 words

Marriot Being a Marketer - Case Study Example The advertiser offers phenomenal situating and division to the global business element. The advertiser uses a few showcasing techniques for his objective market and offers the perfect division for all the business endeavors far and wide. The advertiser gives more fixation on the buyer than some other component to make the business a triumph. He uses showcase inquires about too acquire criticism that is normally used in the arrangement of the best administrations inside the worldwide business. Key advertising Issues Market explore Marriott uses statistical surveying to manage certain promoting issues or make upper hands towards its rivals. The global uses various techniques to gather data for showcase assessments. Determining strategies Marriott uses unique guaging methods for various brands offered inside its business domain. Markets-Marriott is a business-to-shopper advertise since it includes customers and buyers of items without the aim of increasing any benefits from the offered types of assistance. Market focusing on Marriott uses three procedures in advertise focusing for its items. The three methodologies are concentrated, separated and undifferentiated objective techniques. Market situating Marriott has effectively situated its items in the considerations of its shoppers by giving items that viably address their wants. Situating has likewise helped Marriott in showcasing division in a few different ways. Market division Marriott portions its market as needs be to suit all shoppers visiting its lodgings everywhere throughout the globe. Division has widely done to amass customers as indicated by their requirements and inclinations. Individual Case Analysis Marriot case presents the fundamental and most basic ideas in the market procedures. The case presents the troubles that an advertiser experiences to keep the business running. Market focusing on, division, and situating offer the advertiser with the best procedures to maintain the business. Marriott ge ts an immense piece of the overall industry by working on disparate nations around the world. Case Questions 1. How is Marriott portioning the market for inn administrations? Showcasing division offers unique or particular gatherings of buyers with homogenous necessities and attributes (Shoba 1). Marriott has adequately sectioned the market into Marriott and Renaissance buyers who bear different inclinations. Renaissance clients introduced the inclination to open the windows up and look outside upon appearance in their introduced rooms. The clients who invested their energy inside the Marriott’s property demonstrated enthusiasm for undertaking different cutting edge exercises, for example, video conferencing. Marriott has reacted to this call through the organization of hardware, for example, the latest account and correspondence devices inside the gathering places. The property has made an association with AT&T just as Cisco to give virtual gathering offices. Marriott ha s likewise introduced another section inside its brands that comprise of clients and business voyagers cognizant about the earth. Marriott has reacted to this section through the advancement of model green lodgings. The lodging brands bearing these green inns are intended to hold common spaces, and visitor’s room that are increasingly arranged towards safeguarding water, and vitality than the prior renditions. Marriott brand with the green inns targets working in biological system cordial environs. The inns in this portion offer cushions made from reused paper and key cards created out of reused plastics. The achievers fill in as one more of the numerous sections that Marriott has created.

How to Find an Intensive OCD Treatment Program

How to Find an Intensive OCD Treatment Program OCD Treatment Print How to Find an Intensive OCD Treatment Program Seeking Help for Obsessive-Compulsive Disorder By Owen Kelly, PhD Updated on February 14, 2020 BSIP / UIG / Getty Images More in OCD Treatment Causes Symptoms and Diagnosis Types Living With OCD Related Conditions Although many effective medical and psychological treatments are available for obsessive-compulsive disorder  (OCD),  not all OCD treatments work for everybody. Unfortunately, for some people, nothing seems to be effective. This is known as treatment-resistant OCD.?? To combat this, a number of intensive residential and inpatient treatment programs have been developed. Intensive Treatment Programs The main feature of intensive treatment programs is interdisciplinary care that incorporates the joint expertise of physicians, psychologists, nurses, social workers, occupational therapists and other health professionals to design individualized treatment plans aimed at managing OCD symptoms that have proven difficult to treat using standard therapies. In addition, these programs usually involve staying in the hospital for a specified period of time. While some programs require admission to the hospital for up to three months, other programs may only require admission for a few weeks or even just a weekend. These extended stays allow medications to be adjusted while under expert medical supervision, as well as provide many opportunities to undertake cognitive-behavioral therapy  (CBT). While extended programs may offer the most hope for long term management of OCD, studies have shown that even a 5-day intensive inpatient program can be very helpful for adolescents with OCD.?? Other studies have found programs as short as 3 weeks very helpful as well.?? Typically, you must have already tried other treatments without success, including outpatient therapy, in order to qualify for admission to an intensive treatment program. People who are admitted to intensive treatment programs often have other diagnoses to deal with as well, such as depression, an eating disorder like anorexia or bulimia, generalized anxiety disorder, or bipolar disorder.?? Available Intensive Treatment Programs There are two types of intensive treatment programs available, inpatient and residential: Inpatient treatment programs  are for people who may be in danger of harming themselves or others and need immediate care. Admission to the hospital for a select period of time helps avert the medical crisis and get the patient on the right track and to the next step of treatment.   Residential treatment programs  are for people who are not a risk to themselves or others, but have not responded well to typical OCD treatments and need extra help. Residential programs typically take place in a home-like environment where a person stays for a prescribed period of time  and receives 24-hour care. The program typically lasts around 60 days  but can vary from person to person. When Is It Time to Look for an Intensive OCD Treatment Program? If medication and outpatient psychotherapy havent worked for you or your loved one, and OCD symptoms are taking over your life and making it difficult to function, it might be time to look into an intensive OCD treatment program. Having suicidal thoughts despite treatment should prompt you to consider this option. Unfortunately, suicide among people with OCD is far too common,?? and addressing issues such as worsening symptoms may be thought of as a medical emergency, not just a problem that is lowering your quality of life. Intensive treatment may also be considered when comprehensive multidisciplinary care is not readily available. The combination of cognitive-behavioral therapy plus medications can be logistically difficult for some children and families due to the lack of therapists trained in the management of OCD or due to geographical or financial barriers. Residential care in these circumstances allows for rapid and evidence-based delivery of effective care. In the pediatric setting, studies have found that short (1 to 2 weeks) intensive and evidence-based residential therapy followed by e-therapy can have dramatic effects for children coping with OCD.?? Find a Program The International OCD Foundation has compiled a list of intensive OCD treatment programs and organized them by geographic location. In most cases, a referral from your family doctor or psychiatrist is necessary to be admitted to a program. You may need to talk to your health insurance company to find out if your insurance will cover this treatment and how much of the cost they will cover. Residents of Canada should note that these intensive OCD treatment programs are often covered by provincial health insurance plans. The 9 Best Online Therapy Programs

Article Analysis Living Life Without Traveling

In a 2011 Catholic US Expert Eyewitness editor’s interview, Rick Steves summarizes the importance of travel in a simple and elegant quote stating â€Å"living life without traveling is like having a good book and never turning the page.† Within the interview Steves stresses the importance of travel for all beings, citing the immense individual growth that stems from what he defines as â€Å"good travel.† Becoming a good traveler, according to Steves, means fitting in and learning to appreciate and understand the cultures of the individuals that surround you when traveling. Politically and spiritually, Steves finds this type of travel to be a stimulating experience that enlightens one to a wide array of virtues and cultures that range from exciting and thought provoking to even depressing. However, while Steves notes the positives that precipitate from the aforementioned good travel, he also expresses his disappointment in the many Americans who fail to partake in this enlightened practice. Instead, driven by short term goals and individual economic success, Steves notes many people refrain entirely from travel, or simply choose to travel in a demanding and ethnocentric manner. According to Steves, this self-perpetuating cycle of individuality and greed mirrors the larger image of societal values today. Unfortunately, such values promote the sacrifice of economic justice, and global common good on behalf individual gains. However, for Steves, through good travel the intertwiningShow MoreRelatedHow A Man Copes With Life Unrealized Essay1474 Words   |  6 PagesHow a Man Copes with Life Unrealized (Death) â€Å"The Metamorphosis,† by Franz Kafka is a written expression of a man’s struggle with a life of unsatisfactory expectations. 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Profile of Richard Kuklinski

Richard Kuklinski was one of the most diabolical, and notorious, confessed contract killers in American history. He took the credit for over 200 murders while working for various mafia families, including the murder of Jimmy Hoffa. Because of his sheer number of kills, as well as his approach to killing, many believe he should be considered a serial killer. Kuklinskis Childhood Years Richard Leonard Kuklinski was born in the projects in Jersey City, New Jersey to Stanley and Anna Kuklinski. Stanley was a severely abusive alcoholic who beat his wife and children. Anna was also abusive to her children, sometimes beating them with broom handles. In 1940, Stanleys beatings resulted in the death of Kuklinskis old brother, Florian. Stanley and Anna hid the cause of the childs death from the authorities, saying he had fallen down a flight of steps. By the age of 10, Richard Kuklinski was filled with rage and began acting out. For fun, he would torture animals, and by the age of 14, he had committed his first murder. Taking a steel clothing rod from his closet, he ambushed Charlie Lane, a local bully, and leader of a small gang who had picked on him. Unintentionally he beat Lane to death. Kuklinski felt remorse for Lanes death for a brief period, but then saw it as a way to feel powerful and in control. He then went on and nearly beat to death the remaining six gang members. Early Adulthood By his early twenties, Kuklinski had earned the reputation as being an explosive, tough street hustler who would beat or kill those who he didnt like or who offended him. According to Kuklinski, it was during this time that his association with Roy DeMeo, a member of the Gambino Crime Family, was established. As his work with DeMeo advanced his ability to be an effective killing machine was recognized. According to Kuklinski, he became a favorite hitman for the mob, resulting in the deaths of at least 200 people. The use of cyanide poison became one of his favorite weapons as well as guns, knives, and chainsaws. Brutality and torture would often precede death for many of his victims. This included his description of causing his victims to bleed, then tying them up in rat-infested areas. The rats attracted to the smell of blood would eventually eat the men alive. The Family Man Barbara Pedrici saw Kuklinski as a sweet, giving man and the two married and had three children. Much like his father, Kuklinski, who was 6 4 and weighing over 300 pounds, began to beat and terrorize Barbara and the children. On the outside, however, the Kuklinski family was admired by neighbors and friends as being happy and well adjusted. The Beginning of the End Eventually, Kuklinski started making mistakes, and the New Jersey State Police were watching him. When three associates of Kuklinskis turned up dead, a task force was organized with the New Jersey authorities and the Bureau of Alcohol, Tobacco, and Firearms. Special Agent Dominick Polifrone went undercover and spent a year, and a half-disguised as a hit man and eventually met and gained Kuklinskis trust. Kuklinski bragged to the agent about his proficiency with cyanide and boasted about freezing a corpse to mask his time of death. Afraid Polifrone would soon become another of Kuklinskis victims; the task force moved quickly after taping some of his confessions and getting him to agree to do a hit with Polifrone. On December 17, 1986, Kuklinski was arrested and charged with five counts of murder which involved two trials. He was found guilty in the first trial and reached an agreement in the second trial and was sentenced to two life sentences. He was sent to Trenton State Prison, where his brother was serving a life sentence for the rape and murder of a 13-year-old girl. Enjoying the Fame While in prison, he was interviewed by HBO for a documentary called The Iceman Confesses, then later by author Anthony Bruno, who wrote the book The Iceman as a follow-up to the documentary. In 2001, he was interviewed again by HBO for another documentary called The Iceman Tapes: Conversations With a Killer. It was during these interviews that Kuklinski confessed to several cold-blooded murders and spoke of his ability to detach himself emotionally from his own brutality. When on the subject of his family he uncharacteristically showed emotions when describing the love he felt towards them. Kuklinski Blames Childhood Abuse When asked why he had become one of the most diabolical mass murderers in history, he cast blame on his fathers abuse and admitted the one thing he was sorry for was for not killing him. Questionable Confessions Authorities do not buy everything Kuklinski claimed during the interviews. Witnesses for the government who were part of DeMeos group said Kuklinski was not involved in any murders for DeMeo. They also question the number of murders he claimed to have committed. His Suspicious Death On March 5, 2006, Kuklinski, age 70, died of unknown causes. His death came suspiciously around the same time he was scheduled to testify against Sammy Gravano. Kuklinski was going to testify that Gravano hired him to kill a police officer in the 1980s. Charges against Gravano were dropped after Kuklinskis death because of insufficient evidence. Kuklinski and the Hoffa Confession In April 2006, it was reported that Kuklinski had confessed to author Philip Carlo that he and four men had kidnapped and murdered union boss Jimmy Hoffa. In an interview aired on CNNs Larry King Live, Carlo discussed the confession in detail, explaining that Kuklinski was part of a five-member team. Under the direction of Tony Provenzano, a captain in the Genovese crime family, he kidnapped and murdered Hoffa in a restaurant parking lot in Detroit. Also on the program was Barbara Kuklinski and her daughters, who spoke about the abuse and fear they suffered at the hands of Kuklinski. There was one telling moment which described the true depth of Kuklinskis sociopathic brutality. One of the daughters, described as Kuklinskis favorite child, told of her fathers attempt to get her to understand, when she was 14, why if he killed Barbara during a fit of rage, he would also have to kill her and her brother and sister.

Poor and Rich in Society Free Essays

â€Å"It is the duty of the strong to protect the weak There are many things and people in this world that is classified as the strong like for example, nations, individuals†¦.. but then there are many things and people in this world that is classified as the weak. We will write a custom essay sample on Poor and Rich in Society or any similar topic only for you Order Now This term is commonly view as the unemployed, 3rd world countries, physically disable†¦Ã¢â‚¬ ¦ Thousands and thousands of university students graduate each year. Yet despite, the fancy gowns and certificate, nearly most of them struggle to find a job due to the huge amount of candidates and competitions for this portion of the population they are very dependent on benefit. Yet for people who are very stable and moneyed think that taxes goes to people that can’t sort them self out. In today’s society, we have a fixed idea of sterotype, like the homeless for example, they are dirty, slopy, useless†¦. these views are common, especially if they try to look for a job. Most of the time these fixed views is made by the strong. A homeless person can be anyone, how they became homeless depends on their own story. If someone who has a stable job, a large amount of saving and their own keys to their own front doors, and are willing to gamble all that away because of their own stupidity, then of course is their own doing. But if someone who is willing and tried and tried yet still they have not succeeded, then yes, the strong must help the weak. As time passes everyone grows old, for people who could afford a pension can have a secure life until the very end, but for the other half it’s entirely different story. Old people are normally physically weak. For some they don’t even have a family or money so again it’s the duty of the strong to help the weak. Christians would agree with this statement because take the good of symaraphan for example, a man was robed, several people walked pass and at the end a person helped him and he wasn’t one of those people who was at high position of the church just a normal ordinary person. Some people think that making money is the main purpose of their lives; this goes against Christian teaching. Christianity says that having money is wrong if money becomes the main focus of a person’s life, or is gained dishonestly. In recent years the Christian churches have concerned themselves more with issues such as poverty and the fairer distribution of wealth in the world. A few very rich nations own most of the world’s wealth and therefore resources of all kinds are not distributed equally Muslims would also agree with this statement because one of the pilgrims is called zakah, zakah is 2. 5% of a Muslim’s income and savings after they have taken care of their families. The rich pay more than those with less money and very poor people pay nothing at all. Muslims can also give voluntary charitable donations called sadaqah when someone is in need. I agree with this statement because the more unable you are the less likely that chances will come, unless some sort of assistance is given. In conclusion, I believe the statement is base on individual thoughts because depending on the life style of the person the way they think also varies as well. By: emma. ritz How to cite Poor and Rich in Society, Essay examples

Corporate Convergence and Its Effect on the Music Industry free essay sample

Since its creation and early days, the music industry, recording methods and channels of distribution have changed many times over. What began as a simple invention has blossomed in time to be a billion dollar industry spanning multiple channels of media to include television, movies and theater as well. With incidences such as corporate convergence and the more recent processes of digital distribution, the industry itself has had to evolve to keep up with the times.To some, Thomas Edison Is considered to be the first recording artist. HIS phonograph was first device that could actually reproduce the recorded sound. Additionally, Editions workshop has been stated to be one of the most successful illustrations of media convergence to date, with the invention of the phonograph, together with wireless and cameras, as well as the power to run them (Olive. 2012). Technology quickly advanced, improvements were made to the phonograph and before long the gramophone was invented, the record album was born, and history being made. We will write a custom essay sample on Corporate Convergence and Its Effect on the Music Industry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By the late sasss and the early uses, home phonograph systems were very common. With the entertainment and music Industry galling popularity, those that could afford the systems enjoyed listening to the recorded music in their homes. During the mid sasss, the emergence of the radio/phonograph set with automatic record changers brought about an early example of converged technology and showed that radio and the recording industry could survive together. After WI, the recording methods changed and 78 sized records were phased out as asss and Lips became more popular.Recording onto these types of records were the popular method through the sasss, with the technology of the turntable advancing to be a very precise Instrument. The sound they delivered were great for the time, but the fragility of the record album, and its ability to scratch fairly easily and ruin the sound, brought about yet another change in the recording industry. The next changeover came along with the appearance of the eight-track and cassette tapes. The ability to record on theses smaller magnetic tapes helped to make music more portable.Instead of having only the radio to listen to while driving, the option of being able to install an eight track or cassette player appealed to nonusers, allowing them to carry their favorite recorded songs with them to listen to as they please. Additionally, home stereo equipment evolved again and sound systems with multiple playb ack features were created, showing another example of technological convergence. As time passed, recording methods changed again and the CD became the more popular mode of distribution.Throughout those years, although the methods of recording, distribution and play back changed with technology, the recording industry itself was coming into being a big money maker 1 OFF musicians usually started out by playing in local clubs and hot spots. They would take on Jobs and gigs to gain both experience and exposure, hoping to get noticed and have the next big hit. For some the big break would come when asked to open up for a larger more recognized artist or band; that was a sure fire way to be seen by record labels who could potentially sign them on and promote their music.There were many small record labels that started out during the early days of radio such as Stab records (originally Satellite Records), located in Memphis, as well as Mouton Records in Detroit, each recording different genres of music. Countless there emerged throughout the country as well as abroad, including the Beetles own Apple Records, with which they recorded and produced their own albums. These smaller labels partnered with the larger record companies for their distribution channels. By early sasss the five major record labels were Columbia, RCA Victor, Decca, Capitol and Mercury (Copper, 2012).In 1970 WEE was formed under Warner Communications. This partnership between three labels, Warner, Elektra and Atlantic, created a huge distribution operation and is another example of corporate convergence. By the mid sasss all of the major labels were owned by a very few multinational companies under the control of corporate umbrella called a music groups, which were owned by international conglomerates. As of 2005, the Big Four Sony, MI, Universal Music Group, WEE, controlled approximately 70% of the Normals music distribution market.These Big Four music group companies are also involved in other aspects of media, such as television, radio and movie production, once again showing media convergence in the corporate world. Within the recording industry itself there are many key roles for traditional music recording and striation. The artist, who writes the tune and lyrics, the AR who finds the talent; the record label then produces the album which is next sent to packaging. Rhea marketing department gets the word out to the masses and gets the album in the stores. However, with the advent of the internet, the traditional model of music distribution is changing.Disintermediation has changed the need for some of these roles, as artists can now record their own music with the help of some computer software and technological devices. Their songs can be uploaded to websites such s tunes and Youth and they can become overnight success stories. Such was the case for Justine Briber and Seems Tenders, both Youth sensations. The help of the internet distribution channel allows for artists to bypass some of the steps in the traditional method of music production, and has allowed some to shoot right up the top of the charts. He arrival of digital recording onto Cads helped to shape new distribution channels and changed the music industry completely. Not long after the innovation of the method of digital recording, the internet became another channel of digital striation of music. The development of one of the first MPH players, the ROI, sparked consumer interest in portable digital music. This new interest brought about a popular trend that took place during the early sasss, that of peer to peer and illegal file sharing.The creation of Anapest, the most famous of the APP file sharing network websites, produced entertainment and copyright lawsuits and the demands of music availability online increased, more digital outlets emerged which led to the closures of many of the traditional record album and CD stores. The local cord stores, which were once the hot spots for young teens during the sasss, have become a thing of the past. Instead, todays teens are on their computers or mobile devices, seeking out w ebsites such as Youth or tunes, looking for the latest hits. The internet has aided in the convergence of media and technology, made possible through high speed internet access, and has become a major distribution channel for the music industry (New York Times, 2003). Web retailers such as Amazon. Com allow for more choices and availability for the consumer and their listening preferences. Without the need to keep open expensive shelf space for the popular artists Cads, they have the ability to carry many more titles than a traditional brick and mortar store could ever be able to offer their customers.With the addition of Amazon Cloud Music, listeners can configure playbills, rate, review and share with their friends via social networking websites (Matrix, 2011). Consumers have easily conformed to this new distribution channel, as it allows not only the purchase of a traditional CD if one is willing to wait for its arrival in the mail, but also the purchase of digital music for instant download to our computers and mobile music devices or to t he cloud. tunes is also one of the largest retailers of digital music, providing countless choices of music, artists, and genres with continued and instant availability. As of February, 2010, Apple had sold more than 10 Billion songs on tunes alone (Arthur, 2010). Songs as well as other forms of entertainment such as videos, games and mobile applications, are available for purchase for instant download and accessibility. Even the large corporate giants have entered into the digital music game. Major retailers such as Best Buy and Wall-Mart sell music online as well as in their traditional stores together with merchandise ranging from groceries to home appliances.The ability for these online music retailers to offer millions of choices provides more revenue than that of being able to offer only a few different choices to consumers. Throughout the history of the recording industry, and the many changes that have taken place, there is one constant that remains; the society of the times dictates the trends and helps to shape the future of technological innovation. Amid the growth of the home computer industry, the metallization of music editing programs and devices gave up and coming artists the means to create their own digitally recorded music. By way of the internet, these same recordings were able to be easily uploaded to private or public websites with the possibility of being viewed or listened to by millions. Additionally, the metallization of internet radio has played its part as well. Internet radio stations, such as Pandora, contain music from countless independent artists who might have never been heard if the venue did not exist. The outcome of all this technology has helped to create a society that has become used to everything, everywhere, one that is comfortable with the three Cos of media convergence transformed to include all types of media. Pods have become the most popular portable music device; some have the ability to access the internet, send and receive emails, and even store and play pictures and video. Mobile phones and tablets also provide access to the internet, giving the end user the opportunity to shop and keep up with news and current events at any time of the day, anywhere there is a injection . Some of these devices can even be used as e-readers and store a library of magazines, stories, and novels. Convergence has allowed for businesses to profit in various different channels.Revenues come from the sales of albums in the retail stores, sales from the music videos that have become so popular with the younger crowds, ticket sales for live concert shows as well as revenues from digital downloads of either single songs or entire albums. Additionally, each time the method of recording changed, so did the systems that were sold to the masses to listen to them. From the early phonograph systems in the sasss to todays pods, phones, auto, home and computer playback systems, there are many companies that have also profited from each of the changes.Who knew that Thomas Editions newfangled invention of the time, a device that could reproduce the recorded sound, would end up being used in conjunction with early broadcasting and entertainment, and would help the industry grow to be $40 billion the sasss. As Rave (2008) states, convergence changes what was once a solitary activity, such as l istening to the radio, into a shared collective media experience. Receiving my music, news and entertainment together and immediately has become a way of life, but again, who knows what the future holds.

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Sparrow Essay Example

Sparrow Essay Example Sparrow Essay Sparrow Essay Sparrow Essay Sparrow by Norman MacCaig is a short poem, which introduces us to the concept of the harshness and dangers of nature, and the birds which live in it. The poem focuses on a sparrow being a streetwise fighting survivalist, in comparison to other, more exotic birds, which share his habitat. The author uses comparisons between birds and humans, giving the birds human like qualities. The poem starts off with hes no artist, which is very negative and straight to the point. This gives us an initial image of the sparrows uncreative and average ways. Right from the opening line, the sparrows skills and deemed unworthy. This image is then further enhanced when we are told that his taste in clothes is more dowdy than gaudy. This is referring to his feathers as very boring and unstylish, as if they were cheap, uncleansed clothing, and he would rather these than expensive, extravagant clothing. The author then goes on to compare the sparrow to a bird of the higher class, the blackbird. It is said to be writing pretty scrolls on the air with the gold nib of his beak, which shows the graceful and elegant movement of the blackbird as it flies through the sky. This is a direct contrast to the sparrow (hes no artist). The blackbird is being compared to a fountain pen, which is seen as a luxury, and is Judged on its style, rather than its ability. This is also the case with the sparrow. Gold relates to wealth and reflects on the blackbirds superiority over the sparrow. It is then said that the blackbird would call the sparrows nest a slum. This shows that the nest is small and dirty, which is not up to the blackbirds standards. The second stanza initially focuses on poetic and beautiful language to show how the more graceful birds live. MacCaig uses alliteration here (stalk solitary and sing solitary) which is very effective and adds to he delicate, melodic language of the stanza. This then leads on to an anti-climactic ending which explains that the sparrow would rather a punch up in the gutter. This implies that the sparrow is nothing more than a street fighter by introducing an element of violence, and shows that nature can have destructive forces within it. Norman MacCaig shows us that the sparrow only cares for survival skills, as he carries what learning he has lightly. He has no need for artistic or any other skills that other birds may have. It is said that he is a proletarian bird, which shows that e is very common, working class, and certainly no scholar. He only needs to know what is useful to him for survival. The final stanza starts with but when the winter soft-shoes in which introduces a change in direction. This is a use of personification, and makes winter sound as if it had crept up behind the birds without them even noticing. This emphasises the dangers of the winter season for the birds. The other birds are then identified as ballet dancers, musicians, architects. These are the artistic birds that, instead of learning basic survival skills, they gracefully fly around ballet dancers), make beautiful music with their songs (musicians), and build impressive nests (architects). It is this point when the true harsh nature of the winter is revealed, as it is said that these birds die in the snow and freeze to branches. Despite all their impressive aspects, they do not have the practical skills like the sparrow. The sparrow inevitably survives the winter, and the other birds are said to watch him happily flying on the O-levels and A-Levels of the air. The poet uses humorous irony here, as it relates to school grades. This also once again, relates back o the human comparison, and makes a very effective ending for the poem. Sparrow by Norman MacCaig provides us with a different insight into nature, and characterises the sparrow, which would normally be considered as Just another common bird. The poet, through a variety of writing techniques, describes the beauty and harshness of nature, and the character of the sparrow, and other birds. Throughout the poem, MacCaig shows us that there is no shame in being a common, working class person. When danger arises, it is the common man that will have the practical skills, and strength of character to survive.

The eating habits of students Essay Example | Topics and Well Written Essays - 1500 words

The eating habits of students - Essay Example The young generation seems to pay little attention to the crucial topic on diet and health. Their choice of diet remains a secondary consideration in their responsibility over their health (Gullotta, Adams & Ramos 2005). Dietary disorders among young people are on the rise at an alarming rate. Instances of obesity in young people are increasing more than ever experienced. According to Richards, 2007, guiding the young generation on issues of diet and health become essential. Topics such as the choice of food, awareness of a good balanced diet and the need to create attention to nutrition among by young people need further elaboration. Teaching the youth on diet and health, therefore, is indispensably an issue most governments must consider engaging (Berg 2002). Statistics in the United Kingdom show that several school going students have poor knowledge on diet and health (McGinnis & Gootman 2006). Several students express low attention to nutrition. The choice of a better diet by students is poorly in several students (Glass 2009). In what areas many students pay less attention to, as far as diet and health is concerned, this report sorts to find out. The report discusses the important dietary areas overlooked by students and their extent of caution to their health. In order to find out the eating habits of students, a survey was conducted with the help of an oral questionnaire. Total 30 randomly selected students in the UK took the interview in different learning institutions for the purpose of representing the student population. The group of respondents composed of students from different learning institutions at different stages of studies. The respondents consisted of fifteen boys and fifteen girls. The questionnaire (attached in the appendix) consists of different kinds of questions which chiefly build upon each other. The question types used is, for example, â€Å"yes/no†, multiple choice

Impact of US Credit Crunch on Global Economy Essay

Impact of US Credit Crunch on Global Economy - Essay Example Lenders were also looking for borrowers even with lesser creditworthiness but new house buyers. Interest rate was already slashed from 5% to 0.75% in 11 installments. They were ready with exotic offers such as 'interest only' loans or 'option adjustable rate' mortgage (option ARMs). These loans were attractive because of low down payment but later the payment was to skyrocket. Banks wrote in average1% of option ARMs all mortgages in 2003 that went up to 15% by 2006. In certain American communities the option was one in every three mortgages written. By 2006 brokers were accountable for 80% of all mortgages originated. Brokers advocated hard for the option ARMs because that was highly profitable for banks and high commission fetching for the brokers. Banks had another advantage to bundle up many mortgages to sell them to investment funds; hedge funds, which used these as collateral for highly leveraged loans. The mortgages bundles were highly unregulated and not properly verified for credit worthiness. Investors who were holding these mortgage- backed bonds were at risk of losing high as a result of home loans given to people with poor credit profile. Since 2001 banks' credits have gone up 83% to$14.9 trillion and the total mortgage debt is up106% over the last six and a half years. There were millions of sub-prime mortgages in USA with reports of about two million of them expected to lose homes to foreclosure according to Pittman 2007. Global economy will have negative repurcussions of the credit crunch in USA. IMF has alreay revised it growth forecast on account of the credit crunch by cutting the growth rate of UK to 1.6% down from 1.8%, and by cutting down the euro zone growth to 1.4% from 1.6% ad that of US itself from 1.5% to just 0.5% (IMF world Business outlook) This makes UK to sustain the higest growth rate in the face of crdit crunch. IMF has revised its forecast about the growth of emerging economies down to 6.7% in 2008. This is just 0.2% down which appears egligible with a view to 1% reduction in growth of US economy. This is a correction in IMF estimate of the past when it forecasted major impact on developing economoies of the credt crunch in US.0.8%

Education teaching and learning process education essay

Education teaching and learning process education essay Different literatures were studied to define and to justify the importance of the different keywords as they relate to the study as well as to have a good background on the body of knowledge. This surely will be beneficial to the understanding of the essence of ICT tools in Education as they are simply referred as Educational Technology Tools. Technology is becoming an increasingly influential factor in education. The use of computers and mobile phones as complements to educational practices are very up-to-date development in the area as we are talking about online education. The explosion of computer use in different economic areas brought about the ICT dimension in almost everything we do these days. The demand of new skills and understanding of students and Educators are imposing itself as a reality, also the environment in which teaching and learning is taking place is under constant change as well as the instruction of the students. It is important to note that, in order to set the context, generally speaking, there is no one accepted definition of what constitutes technology. Technology is the word associated with anything that aims to facilitate the human life through change. Ursula Franklin, in her 1989 Real World of Technology lectures: defines technology as a practice, the way we do things around here. The Merriam-Webster dictionary offers a definition of the term as: the practical application of knowledge especially in a particular area and a capability given by the practical application of knowledge. 2.2 Education, Teaching and Learning Process Education from the Websters 1828 Dictionary read as follows: The bringing up, as of a child, instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties. Education is a concept in which Instruction, Teaching and Learning are major pillars: Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms. Teaching refers to the actions of a real live instructor designed to impart learning to the student. Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion. For, education is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. However there has always been a discussion on the matter of assuring continuity of passing on knowledge and a matter of fostering creativity, which propels the learners to the world of unknowns and forces the coming out of it with innovation and ingenuity. Both of these functions relate equally to knowledge and attitudes, to understanding and behaviour. They are the essence of the teaching/learning process. We want creativity, but we want it to emerge from what is known and understood. We want continuity and that too from what is known and understood. Learning environments in schools typically involve one or more adult teachers connected with a number of students, usually in well defined physical settings. Physically it may be in a room, full of particular furniture and equipment. The place of computers in learning for the majority of children is most likely to occur in the classroom and, for an increasing number, at home. However, most experts in the field of educational computing would characterise computers as interactive and thus admit them a place within the relationship structures of the classroom learning environment, not just the physical environment. The curriculum is concerned with What is learned and taught: includes objectives, content, and learning outcomes (the knowledge, skills and attitudes that students are intended to demonstrate). How this learning and teaching occurs: concerns teaching/learning methodology, teaching strategies and media resources. Most teaching/learning methods and strategies involve the use of some equipment. Some teaching methods may only include the use of a blackboard and chalk while others may make use of a television or overhead projector. This equipment and its use within the curriculum are often referred to as educational technology. 2.3 Educational Technology and ICT Educational technology concerns the technology that is used to facilitate the teaching/learning process. As such it is included in the how part of the curriculum. We could consider educational technology as the tools of the teaching trade, part of the medium used to convey the curriculum. Thus the technology used is determined by the intended curriculum. Also part of the context of the curriculum concerns the role of the teacher, the physical setting and the general pedagogical views of the teacher and education system. These are likely to affect the technology used and may involve the use of computers. Technology can be seen to be affecting the curriculum both in terms of content and methodology, there are a number of instances where the curriculum has been changed due to changes in technology, invention of new technology has added content to the curriculum (e.g. technology based on electricity) or new technology has made parts of the content obsolete (e.g. using calculators instead of logarithms for calculation). Information and communication technologies (ICTs) are a diverse set of tools and resources used to communicate, create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. Nowadays there is an increasing interest in how computers and the Internet can improve education at all levels. Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning. There is a variety of terminology that describes the ways computers are integrated into the learning process and in the classroom: technology-mediated learning, computer-aided instruction, distance education, distance learning, educational technology, home learning technologies, computer-based education, instructional technology, multimedia, communications systems, Web-based learning, educational multimedia applications, and computer-mediated communication etc are just a sample of those. This variability in terminology is not a matter of disagreement among researchers, but simply implies that technology is a word that is used to describe different things to different people. Technology is a term that is used by many to describe, study, and evaluate the various ways computers are integrated into education, both inside and outside the classrooms. 2.4 Integrating Technology in Teaching Moreover, there is no consensus about what constitutes technology in learning or teaching. However, the common link tends to be some use of the personal computer to aid teaching or learning in some form or fashion. These technologies run the continuum of integration in education from entire courses put on the Web to technology integrated into a specific lesson. Though most research studies focus on computer-based technology, there are other teaching and learning technologies that are not computer-based. These can include overhead projectors, document cameras, laser pointers, robotics, television, VCR, DVD, demonstration equipment, sound systems, CDs, tape recordings, simulation machines, and models. Some researchers even consider the traditional piece of chalk and chalkboard a type of technology. Many educators have argued that the appropriate use of ICT by students can assist teachers in determining and catering for the prior knowledge of students. Further, it is usually also argued that ICT can assist students in engaging cognitively to a greater depth with knowledge domains. That is students are supported in employing the full range of thinking skills within authentic contexts. This is often discussed in terms of cognitive taxonomies such as that provided by Bloom (1964). Knowledge The learner must recall information (i.e. bring to mind the appropriate material). Comprehension The learner understands what is being communicated by making use of the communication. Application The learner uses abstractions (e.g. ideas) in particular and concrete situations. Analysis The learner can break down a communication into its constituent elements or parts. Synthesis The learner puts together elements or parts to form a whole. Evaluation The learner makes judgments about the value of material or methods for a given purpose. Generally speaking, there is an assumption that technology fosters learning merely by its use in the educational process. Ehrmann (1999) sums up this assumption very nicely: Technologies such as computers (or pencils) dont have predetermined impacts; its their uses that influence outcomes. This statement seems obvious, but many institutions act as though the mere presence of technology will improve learning. They use computers to teach the same things in the same ways as before, yet they expect learning outcomes to be better. (p. 32) In his essay, Clark (1983) said succinctly: à ¢Ã¢â€š ¬Ã‚ ¦media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition (p. 445). if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. (p. 26) Further, he posited that different types of media could be substituted for each other, because media are not responsible for any learning that might take place. Media are not the causal agents in the learning process; rather, instructional method is the active ingredient or catalyst that causes learning to take place. In contrast to Clarks argument, Kozma (1994) believed that the more appropriate question was not whether media do influence learning, but will they influence learning. He also contended that simply because we have not established a relationship between media and learning does not mean that one does not exist. He believed that, since we do not fully understand the relationship between media and learning, we have yet to measure it, and the failure to establish this relationship is caused in part by our theories of learning, or more specifically, behaviourism, with its basic assumption that a stimulus causes a response. Therefore, if the stimulus is not present, there is n o possibility for response. Kozma (1994) explained that in Clarks view media are simply mere vehicles or conduits for an instructional method (stimulus) that elicit a response (learning). Kozma argues that learning is a much more complex process than just a series of stimulus-response connections. Learning, in his view, is defined as an active, constructive, cognitive and social process by which the learner strategically manages available cognitive, physical and social resources to create new knowledge by interacting with information in the environment and integrating it with information already stored in memory (p.8). Thus, in Kozmas view, since the definition learning has evolved to embody more of a constructive process, our measurement of this process must evolve as well. Still others have argued for a complete reframing of the debate over technology and its effect on learning. Jonassen, Campbell, and Davidson (1994) believed that the Clark/Kozma debates focused too much on instruction and media and not enough on the attributes of the learner who ultimately constructs the knowledge. With all the various opinions on the relationship between technology and learning, it begs the question: who is right? It appears that each theorist brings an important perspective to the table. Clark is correct that technology has not necessarily revolutionized the process of learning. Technology has not helped humans develop a new way to learn. Learning is still something that is performed by the individual. However, in Clarks view, all an instructor would need to do is embed the appropriate instructional method into his/her lesson and learning should take place. We know, however, despite many instructors best efforts and superior teaching abilities, learning does not always take place. Kozma is also correct that we must examine technology and learning beyond a behaviourist context. Learning is an intentional act (Jonnasen, 1994) and the human being doing the learning should not be discounted. Researchers have established that there is no significant difference between learning with technology in distance education courses and learning in a traditional classroom, but they do not discuss how human motivation is influenced by technology. This could be a very important missing element in the debate. Which side you take in this debate depends largely upon how you define learning. If you subscribe to more behaviourist views of learning, Clark will make more sense to you. If you conceive of learning as a more cognitive or constructivist process, you would be more likely to agree with Kozma or Jonnasen. From a pedagogical approach, Information-processing theories emerged from a branch of cognitive psychology that focused on the memory and storage processes that enable learning. Theorist in this area explores how a person receives information and stores it in memory. The structure of memory that allows the learning of something new, relate to and is built on something learned previously and also how a learner retrieves information from short-term and long-term memory and applies it to new situations. The well-known information-processing theorist, David Ausubel, proposed that the way a learner receives and stores information affects the usefulness of the information, for example, by transferring current learning to learning other skills. On the other hand, the model of the behaviourist B.F. Skinner, infers that part of the Educators job is to modify the behaviour of students through positive reinforcement, thus under laying behaviour modification techniques in classroom management and programmed instruction. To this we may say that, the stimulus-response interaction between student and technology can be introduced through computers so as to aid instruction, by providing drills and practices on previously learned skills, from practice and tutorial software. The cognitive constructivist, Jean Piagets theory has two major parts: one component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities. The key implications to these are: First, learning is an active process where direct experience, making errors, and looking for solutions is vital for the assimilation and accommodation of information. The presentation of information is important, when it is introduced as an aid to problem solving. It functions as a tool rather than an isolated arbitrary fact. Second, learning should be whole, authentic, and real. Thus, in a Piagetian classroom there is less emphasis on directly teaching specific skills and more emphasis is laid on learning in a meaningful context. Technology, particularly multimedia, offers a vast array of such opportunities, with the support of educational software on videodisks and CD-ROMs, Educators can provide a learning en vironment that helps to expand the conceptual and experiential background of the audience. The social constructivist, L. S. Vygotskys theory has much more room for an active and involved Educator. He claimed that the central point of his psychological approach is mediation. Through mediation human cognitive growth and learning as peers and other members of his community engages in relationships with the material and social environment. Thus the use of technology can be used to connect students to each other via email, forum, newsgroups etc. Now, from here, which approach to choose? Which is best suited to enhance learning? What hardware or software to use? There is no right or wrong answers to these questions, acquiring hardware and software packages will partly resolve the problem. It is up to the Educator, who knows the lesson objectives, the expected results and the students, to choose which approach to use and what technology should accompany the approach. However the determination of the technologys worthiness for a given lesson could be answered by the following questions: Is the lesson content worthwhile? (Are there clear objectives, connected to standards or significant questions, etc?) Do the lesson activities engage students? How does technology enhance the lesson in ways that would not be possible without it? Educators should then look for the best means to facilitate a diversity of learning styles, and need to be competent observers of the social milieu in which learners interact as well as knowledgeable about the content to which they wish to expose learners. Hence, educators development is absolutely essential if technology provided to schools is to be used effectively. Simply by placing computers in schools, providing internet facilities, spending on IT hardware and software, without financing the educator professional development as well, is wasteful. Educators training of the use and application of technology is the key determining factor to improve student performance for both knowledge acquisition and skills development enabled by technology. Information technology professionals have an axiom that an unsupported technology is an unused technology. In an article for The Chronicle of Higher Education titled When Good Technology Means Bad Teaching, Jeffrey Young made the case that a poorly supported technology is actually worse than no technology at all. He argued that giving teachers technology without training has often done more harm than good to teaching and learning. This is undoubtedly true. At the teacher level without proper training and support the educators are faced with: the fear of embarrassment in front of pupils and colleagues, loss of status and an effective degrading of professional skills (Russell Bradley 1997) classroom management difficulties when using ICT, especially where pupil-to-computer ratios are poor (Drenoyianni Selwood 1998; Cox et al. 1999) lack of the knowledge necessary to enable teachers to resolve technical problems when they occur (VanFossen 1999) Educational technology is not, and never will be, transformative on its own; it requires educators who can integrate technology into the curriculum and use it to improve student learning. In other words, computers can not replace educators, as they are the key to whether technology is being used appropriately and effectively. They need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part, new instructional strategies put the educator more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. Even if students could learn independently with little or no involvement from their teachers on how to use technology to enhance their learning and skills development, they are highly unlikely to have those opportunities if educators do not let them have access to the technology. The term computer-assisted learning (CAL) has been increasingly used to describe the use of technology in teaching. Educators also need professional development in the pedagogical application of those skills to improve teaching and learning. They should be empowered to develop their knowledge and skills actively and experientially, in a variety of learning environments, both individual and collaborative. This, include a variety of learning strategies, encompassing direct instruction, deduction, discussion, drill and practice, deduction, induction, and sharing. Thus emphasis in the courses should be on the ways technology can facilitate and enhance his profession lives. Educators preparation programs are essential and as described by Kook (1997) it is the crucial issue to be addressed (p.58). The teacher of the future will depend on the computer for both personal productivity and for instructional activities. Kook lists thirty-three primary computer skills for teachers, ranging from navigating the Windows desktop environment, to using IRC chat, to installing software. Kook suggests that these skills should be part of the required courses for prospective teachers and insists that in the next century teacher education will be forced to accommodate a considerable amount of transformation to allow teachers to function effectively in the Information Age (p.59). Computer technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and about how to use it to meet educational goals. The most common barrier to adequate training is the expense involved. Without training, however, other technology spending has a marginal effect (Boyd, 1997). Learning to operate computer hardware, growing comfortable with many different software applications, developing management systems for student computer use, and redesigning lesson plans to make use of technology, takes a great deal of time. When combined with frustrating hardware glitches and software bugs, the task can become daunting for even the most determined. Often, what stops people is one little thing that they didnt know how to do. If you have a room full of kids when something goes wrong, it discourages you from trying it again (Zehr, 1997, p.3). Leading to the question why school teachers dont use, and sometimes resist, the use of computers? Hannafin and Savenye (1993) list some research-based possible explanations for teacher resistance to using computers. These reasons include: poorly designed software, doubt that computers improve learning outcomes, resentment of the computer as a competitor for students attention, unsupportive administrators, increased time and effort required of the teacher, fear of losing control of center stage, and fear of looking stupid. in front of the class. Viewing the teachers role as a continuum, Hannafin and Savenye (1993) also put the role of traditional lecturer and imparter of knowledge at one end and the role of coach, observer, and facilitator at the other end. They then generalize that the traditional end of the continuum embraces an objectivist learning theory while the other end is likely to embrace constructivism. The teachers view of learning, then, could be another source of resistance to classroom technology. A teacher may be open to technology but resist the accompanying change in learning theory. This would suggest that in addition to providing training in technology, schools and districts need to provide information, training, encouragement, and support to teachers in moving toward a more constructivist view of education. The management should champion the change, policies has to be adopted as from the management level down to the students, everybody contributing and accompanying the reform for it to be successful and to be able to take out the maximum benefit. This issue is addressed with difficulty, because Principals, on average, are 50 years old. Weve got a generation of people who are actually barriers to the infusion of technology in school systems and are afraid of it themselves (Quoted in Trotter, 1997, p.1). It has become clear over the past decade that simple motivational and short-workshop schemes are vastly insufficient to enable veteran (and even new, computer-generation) teachers to teach differently, and to teach well with technologies (Hawkins and Honey, 1993). The evidence suggested that teachers who use technology in their classrooms are more effective if they have received training, if they have district-level support and if they have a network of other computer-using teachers to share experiences with. Swan and Mitrani state that computers can change the nature of teaching and learning at its most basic level (1993). We need to ensure that we are using our current knowledge about the application of technology in education as a basis for proceeding in the future. The management has also its part in the integration of the the educational technology in the school. Policies and support programs must be initiated from the top management and they must be part of and accompany the change. The most important barrier to this integration is the financial barriers. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, concerning the money, the challenge was unique because of the nature of the technology. The initial investment in hardware is high but the costs of technology have to part of the cost of instruction. The integration reveals the institutional support through leadership, planning and the involvement of teachers as well as managers in implementing change.

Hwa Tai Industries Berhad: SWOT Analysis & Company Profile Essay

Description: Synopsis Business Review’s Hwa Tai Industries Berhad contains a company overview, key facts, locations and subsidiaries, news and events as well as a SWOT analysis of the company. A few sections/chapters might not have sufficient information as the data might not be available on the public domain Summary This SWOT Analysis company profile is a crucial resource for industry executives and anyone looking to quickly understand the key information concerning Hwa Tai Industries Berhad’s business. Business Review’s â€Å"Hwa Tai Industries Berhad: SWOT Analysis & Company Profile† reports utilize a wide range of primary and secondary sources, which are analyzed and presented in a consistent and easily accessible format. Business Review strictly follows a standardized research methodology to ensure high levels of data quality and these characteristics guarantee a unique report. Scope – Examines and identifies key information and issues about (H wa Tai Industries Berhad) for business intelligence requirements. – Studies and presents Hwa Tai Industries Berhad’s strengths, weaknesses, opportunities (growth potential) and threats (competition). Strategic and operational business information is objectively reported. – The profile contains business operations, the company history, major products and services, prospects, key competitors, key employees, locations and subsidiaries. Reasons To Buy – Quickly enhance your understanding of the company. – Obtain details and analysis of the market and competitors as well as internal and external factors which could impact the industry. – Increase business/sales activities by understanding your competitors’ businesses better. – Recognize potential partnerships and suppliers. – Obtain yearly profitability figures. Key Highlights Hwa Tai Industries Berhad (Hwa Tai) is an investment holding company, which through its group companies, is principally engaged in manufacturing of confectionery. The product portfolio of the company includes cookies, biscuits, crackers, cakes, cream sandwich, and snacks. The company operates its business through three reportable business segments, namely, Manufacturing segment, which is engaged in manufacturing of confectionery products; Trading segment is engaged in trading and distribution of its products; and Other segment. Hwa Tai markets its products under various brands such as HWA TAI, LUXURY, SALAM, Siang Siang, Duchess, D’Cream, Sesamio, Naiyu Jagung, U-Lite, D’licious, Melky, D’Layer, CrackerPlus, Choice, Love, PESTA, Wonderful, D’Lite, and Always. Hwa Tai is headquartered in Selangor Darul Ehsan, Malaysia. Contents: 1. 2. 3. 4. 5. 6. Hwa Tai Industries Berhad – Company Overview Hwa Tai Industries Berhad – Key Facts Hwa Tai Industries Berhad – Business Description Hwa Tai Industries Berhad – Major Products and Services Hwa Tai Industries Berhad – History Hwa Tai Industries Berhad – SWOT Analysis 6.1. SWOT Analysis – Overview 6.1.1. Hwa Tai Industries Berhad – Strengths 6.1.2. Hwa Tai Industries Berhad – Weaknesses 6.1.3. Hwa Tai Industries Berhad – Opportunities 6.1.4. Hwa Tai Industries Berhad – Threats 7. Hwa Tai Industries Berhad – Key Competitors 8. Hwa Tai Industries Berhad – Key Employees 9. Hwa Tai Industries Berhad – Key Employee Biographies 10. Hwa Tai Industries Berhad – Company Statement 11. Hwa Tai Industries Berhad – Locations and Subsidiaries 11.1. Head Office 11.2. Other Locations & Subsidiaries 12. Hwa Tai Industries Berhad – Financial Ratios 12.1. Financial Ratios – Capital Market Ratios 12.2. Financial Ratios – Annual Ratios 12.3. Financial Ratios – Interim Ratios 12.4. Financial Ratios – Ratio Charts 13. Hwa Tai Industries Berhad – Share Data 14. Appendix 14.1. Methodology 14.2. Ratio Definitions 14.3. Disclaimer List of Tables Table 1: Hwa Tai Industries Berhad Key Facts Table 2: Hwa Tai Industries Berhad Major Products and Services Table 3: Hwa Tai Industries Berhad History Table 4: Hwa Tai Industries Berhad Key Employees Table 5: Hwa Tai Industries Berhad Key Employee Biographies Table 6: Hwa Tai Industries Berhad Subsidiaries Table 7: Hwa Tai Industries Berhad Locations Table 8: Hwa Tai Industries Berhad, Ratios Based On Current Share Price Table 9: Hwa Tai Industries Berhad, Annual Ratios Table 10: Hwa Tai Industries Berhad, Interim Ratios Table 11: Hwa Tai Industries Berhad, Share Data Table 12: Ratio Definitions List of Figures Figure 1: Hwa Tai Industries Berhad, Ratio Charts Ordering: Order Online – http://www.researchandmarkets.com/reports/1564522/ Order by Fax – using the form below Order by Post – print the order form below and send to Research and Markets, Guinness Centre, Taylors Lane, Dublin 8, Ireland. Page 1 of 2 Fax Order Form To place an order via fax simply print this form, fill in the information below and fax the completed form to 646-6071907 (from USA) or +353-1-481-1716 (from Rest of World). 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Temple of Heaven

The layout and architecture of the Temple of Heaven is filled with symbolism. According to symbolic tradition, Heaven is round and the earth is square. Therefore, all of the buildings in the temple complex are round in shape, while their retaining walls and the axis are square. The surrounding walls of the complex also reflect these traditions. The southern side of the wall is square and the northern is round. The emperor would enter the temple complex from the south and this would symbolize his transition from earth to heaven. The glazed roof tiles of the major buildings in the temple complex are blue, symbolizing heaven.Other buildings have green or yellow roof tiles. The green tiles represent Buddhism and the yellow represent the emperor. Only imperial or imperial sanctioned buildings were allowed the colored tile roofs. The building was built without a single nail. The beams, pillars, and rafters were built in such a way that the weight of the building holds the structure togethe r. The hall has 28 pillars which symbolize the 28 constellations. In the center of the hall are four pillars known as the Dragon Well Pillars. The Hall of Prayer for Good Harvests is surrounded by a square surrounding wall.On the east and west sides of the hall are two halls which was where the gods of the sun, the moon, the stars, thunder, and lighting were prayed to. These halls now exhibit the musical instruments played during the ceremonies at the Temple of Heaven. A round building with a single-gabled roof topped with a gilded ball, the Imperial Vault of Heaven is located directly south of the Hall of Prayer for Good Harvests. It was first built in 1530 and rebuilt in 1752 by Emperor Qianlong. Its design is similar to the Hall of Prayer for Good Harvests, but on a much smaller scale.It is built on a single tiered marble base. The vault housed the tablet of the Emperor of Heaven and the emperor’s ancestral tablets. These tablets were prayed to and offered offerings and we re used as a symbolic representation of the emperor’s ancestors. The surrounding wall around the Imperial Vault of Heaven is commonly referred to as the Echo Wall. Because of the way it was built, if a person standing on one side, facing the wall and whispers towards it, a person on the opposite side can hear it clearly. Directly in front of the Imperial Vault of Heaven is what is known as the Triple Sound Stone.If a person stands on the first stone and speaks towards the vault, his words will echo once. If he stands on the second stone, his words will echo twice. If he stands on the third stone, his words will echo three times. It is quite remarkable and absolutely true. Circular Mound Altar: South of the Imperial Vault of Heaven lies the Circular Mound Alter. Originally built in 1530 by Emperor Jiajing, it was rebuilt in 1740 by Emperor Qianlong. The altar is a three tiered plinth made entirely of white marble. It is here that the emperors of the Ming and Qing Dynasties off ered sacrifices to heaven annually on the winter solstice.The ceremony was meant to thank heaven and ensure that the next year would be prosperous. The numbers of stones which make up each tier are in multiples of nine, which is a prevailing theme at the Temple of Heaven and in fact, all imperial sites. In Daoism, even numbers represent women and odd numbers represent men. The highest odd number is nine and it is representative of the emperor. In the center of the top terrace is a round stone known as the Heaven’s Heart Stone. Usage Since the emperor of China was considered the Son of Heaven, he was responsible for administer earthly matters on behalf of heaven.He did this by offering sacrifices to heaven. Twice a year, the emperor, along with thousands of eunuchs, ministers, and princes would proceed to the Temple of Heaven. The emperor would fast in the Hall of Abstinence located near the Hall of Prayer for Good Harvests for several days. He would live in the complex during the ceremonies. The entire country relied on the emperor for good harvests and weather. The ceremonies were prepared for months in advance and it was believed that it had to be perfectly performed because the smallest mistake would be a bad omen for the coming year.If there was a year of flooding or famine, the people would believe that the emperor had fallen out of favor with heaven, so it was of extreme importance for the emperor to ensure everything went perfectly. Outside of the Hall of Prayer for Good Harvests, the emperor would personally use oxen to plow a few rows to symbolize the first plowing and planting of the season. At the Imperial Vault of Heaven, the emperor would pray to the Emperor of Heaven and his ancestors, and on the Circular Mount altar, he would pray to heaven for a year of good weather and luck. All of these rituals ensured that the emperor and the empire would be prosperous.Currant Usage For centuries, no commoner was allowed to look inside the Temple of H eaven. Today it is open to the public and has become a beautiful park that is as popular with locals as with tourists. The complex is very large and the areas around the temples are large and filled with ancient cypress trees. Locals will arrive early in the morning to perform taichi, play badminton, chess, or dance, play music, or sing with their friends. The temple complex has a real community feel to it and it is a wonderful place to mingle with locals and see firsthand what locals do in their free time.Built as a place of worship, the temple is different from any other imperial structures. There are two parts in the temple zone. The outer wall of the temple zone is 6,416 meters in length while the inner wall 3,292 meters long. The architecture of the temple represents two themes: in the heaven and on the earth. The 6 meters high walls of the temple constitute a semi- circle in the north and a semi- rectangle in the south. This special layout illustrates an important belief in an cient China that the heaven is round and the earth rectangular.The northern section of the wall is high while the south is low, which means that the heaven is higher and superior to earth. All the essential architecture of the temple were built along a north – south central axis and are linked by a bridge called Danbi. The four main structures from the south to the north are the Circular Mound later (Huang Yuan Qiu Tan), the Imperial Heavenly Vault (Huang Qiong Yu), the Hall of Prayer for Good Harvest (Qi Nian Dian), and the Hall of Imperial Zenith (Huang Qi Dian). Other interesting places in the park include the Hall of Abstinence, the Dressing Platform and the Nine Dragon Cypress.

Minnesota National Parks