Business Analysis Tools Dissertation Example | Topics and Well Written Essays - 10500 words

Business Analysis Tools - Dissertation Example It involves integration, summarization, and abstraction as well as ratios, trends, and allocations.† It entails extrapolating useful data from huge knowledge repositories that deal with trends, allocations, ratios, integration, summarization, and abstractions. It involves comparing and resolving generalizations based on information to model-based suppositions. Business Intelligence deals with innovative thinking that data enhances and the measurement of the innovative notions that the organization initiates. It pertains to using data well, knowing how to measure it, and extracting information from its models. Business intelligence operates as a continuous pool of data analysis and decision-making enhancement. Its framework comprises conflict resolution, access models, data collection, dimensional structuring, model verification, predictive models, data synthesis, access processes, knowledge sharing, intuitive representations, prescriptions, resource strategies, decision impleme ntation, and scenario analysis (Rao, 2000, p. 517). Rajteric (2010) cites the definition of Howard Dresner, who described it as â€Å"concepts and methodologies for improvement of business decisions using facts and information from supporting systems.† (p. 47). The author cites those definitions of Azvine and Wells, which stress the ability of organizations to attain business objectives and effectiveness: â€Å"Business Intelligence is all about capturing, accessing, understanding, analyzing and converting one of the fundamental and most precious assets of the company, represented by the raw data, into active information in order to improve business† (p. 47); Wells’ meaning of â€Å"Business Intelligence is the capability of the organization or company to explain,... In reviewing the literature, many definitions of Business Intelligence exist. Rao offers an excellent definition of Business Intelligence: â€Å"Business Intelligence (BI) is about synthesizing useful knowledge from large datasets. It involves integration, summarization, and abstraction as well as ratios, trends, and allocations.† It entails extrapolating useful data from huge knowledge repositories that deal with trends, allocations, ratios, integration, summarization. It involves comparing and resolving generalizations based on information to model-based suppositions. Business Intelligence deals with innovative thinking that data enhances and the measurement of the innovative notions that the organization initiates. It pertains to using data well, knowing how to measure it, and extracting information from its models. Business intelligence operates as a continuous pool of data analysis and decision-making enhancement. Its framework comprises conflict resolution, access models , data collection, dimensional structuring, model verification, predictive models, data synthesis, access processes, knowledge sharing, intuitive representations, prescriptions, resource strategies, decision implementation, and scenario analysis.In other literature review, Sell et al (2011) define Business Intelligence (BI) as the incorporation of a pattern of tools to sustain the conversion of data into information in enhancing decision making. In addition, organizations utilize BI to study data for their needs.

Alex and Patrick - Separated at birth Essay Example for Free

Alex and Patrick Separated at birth Essay For my project, I have chosen to compare and analyse the characterisation of two of literatures most psychotic characters, Alex from A Clockwork Orange by Anthony Burgess, and Patrick Bateman from American Psycho by Bret Easton Ellis. Patrick and Alex are from, and live in two completely different worlds, but what I aim to prove is that if you look past the superficial differences of the stories, the base characteristics and emotions of the two characters are the same. The Books Both American Psycho and A Clockwork Orange are considered to be satires and black comedies. Ellis version of 80s New York and a Wall Street executive gone insane is considered a satire of the 80s obsession with greed, money, power, women, drugs and getting a reservation at Dorsia. It is about Patrick bateman, a successful stockbroker, who by day goes to work, discusses fashion tips with his friends and goes to the most expensive restaurants, and by night, is a psychopathic mass murder. It is derivative of, and has been praised as the darkest satire since A Clockwork Orange, Burgess vision of a future run by martial law with teenage criminals running amok is considered a satire on State Censorship, the government and free will. It is about Alex, a fifteen year old boy who goes out raping, stealing and murdering, until he is arrested. When in jail, the state tries to reform him, but end up turning him into nothing more than A Clockwork Orange, a person with no free will, no choice, and no life. Have the government gone too far? Both books have been viewed as misogynistic, discriminating against social classes, and in some parts racist, but regardless of this the books are still considered cult classics. Lifestyle and Friends Patrick and Alex are both given backgrounds, complete with friends and lifestyles. In American Psycho, Ellis depicts Patricks lifestyle as restaurants, designer clothes, attractive women, cocaine and martinis. In contrast, Burgess shows Alex as being from a poor family, a convict, and a victim of the system. Patricks lifestyle is written about much more than Alexs, as Ellis intersperses Patricks deeds with passages about work, the difficulty of getting a reservation at a good restaurant, and which tie he should wear to match his new Valentino suit. Burgess does write about Alexs life in some detail, such as the purchasing of a new record, what he is wearing The heighth (not a spelling mistake) of Nadsat fashion, and his favourite places (The Korova milk bar for some Moloko plus). The extract from American Psycho marked Friends describes the beginning of an evening out for Patrick. Notice how Ellis starts talking about what everyone is wearing as though it is relevant to the story line, however it is relevant to the theme, showing the 80s obsession with designer labels. It seems as though Patrick feels it is neccesary to identify where everyones clothes are from. The following page shows Patrick giving out fashion tips and everyone listening as though he is a fashion guru. In the extract, Ellis shows the banter between Patrick and his friends, McDermott, Van Patten and Price. Patrick doesnt mention any of his deeds to his friends, or as part of the narration at this point. There doesnt seem to be any kind of a hierarchy within the group, everyone seems to be equal, although we do tend to see Patrick as the main person in the group, due to the first person narration. In contrast, Alex is the leader of his little group, and this is apparent from the start, as Alex bosses around the other three, especially Dim, whom he bullies constantly (I think he came up with the name in reference to his intelligent). Alex also describes what he is wearing, but only three times when it is neccesary, and not in as much detail as Patrick goes into. Although Alex works with his friends, or droogs, they dont seem to discuss their crimes between them. Paradoxically, Patrick, who works alone, brings up his crimes in conversations with his friends and fianci e, but they are either not listening, take it as a joke, or are too drunk to understand or remember! Alexs lifestyle is reflective of the chronological setting of the book, as it is set in one possible future, where it seems martial law rules, and everyone who is old enough to work has to work. Alex is only 15, and is not old enough to work, so he goes out stealing to earn money. Although, when you strip away the superficial characteristics, you can see that Patrick is just an upscale, 80s yuppie version of Alex, as both of them are brash, arrogant, brutal, self-involved and obsessed with music, appearances, and violence. Music Both Patrick and Alex have an obsession with music. Patrick listens to more contemporary styles of music, such as Huey Lewis and the News, Whitney Houston and Genesis, whereas Alex favours the more classical music of Beethoven and Handel. Music seems to affect both Patrick and Alex in different ways. In American Psycho, Ellis has written entire chapters devoted to the above bands, so the inclusion of music in the novel may be something personal to Ellis, because hes done his research, although it does also add to the 1980s feel of the book. Apart from this, the chapters do seem somewhat irrelevant to the story, as the preceding and following chapters have nothing to do with the music. Both Patrick and Alex feel it necessary to list and describe their sound systems. Ellis uses two whole pages describing a consignment of top of the range technology that arrives at Patricks house. This is showing the reader Patricks wealth, rather than his love for music, whereas in A Clockwork Orange, Alex describes his stereo as The pride of my jeezny. Later on in the book, he criticises two girls stereos, then says Come with me and hear all proper, meaning that his stereo is far superior to theirs. Patrick merely reviews and talks about the music, whereas Alex becomes engulfed in it, which is why he describes listening to classical music is gorgeousness and gorgeosity made flesh. He also uses other words such as bliss, heaven, Wonder of Wonders, proving that music to him is not just music, but an emotional thing, and as though he physically feels something. Alex compares listening to music like being on drugs. Later in the book, after being treated with the Ludivico Technique, Alex is inadvertently conditioned against all emotional music, and after being forced to listen to Otto Skadeligs third symphony, he tries to kill himself. It is the ultimate irony that the one thing he loved so passionately is the thing that causes him to attempt suicide.

Criminal Sentencing Purpose Essay -- Crime Criminal Justice

Criminal Sentencing purpose There was once a Television show name â€Å"Berretta† and the show theme song said do not do crime if you cannot do the time. That is a true saying, one that should be on every criminal mind why they are committing a crime. Sentencing a criminal for crimes for which they have been convicted of is their due punishment according to the severity of the crime committed. The Courts have for centuries punished criminals according to the belief of the society in which the crime was committed. The belief systems of a civilized society have often dictated the punishment in criminal procedures. In biblical days, the belief system called for stoning for violation of many of the Jewish people laws. In modern day societies, the term â€Å"sentence† is used to refer to punishment for crimes. Sentencing can be further defined as â€Å"the process by which a judge imposes punishment on a person convicted of a crime or crimes.† (Wallace & Roberson, 2008, p. 337, p. 339) Sentencing can also take several forms, some design to avoid jail or prison terms. The concepts that will be discussed are deterrence, rehabilitation, incapacitation, and retribution. The general purpose of criminal sentencing is to punishment the convicted criminal for the crimes in which they have committed. However, there are studies that state the intent of criminal sentencing does not always center on merely punishing the convicted criminal. Jo Dixon of New York University â€Å"states the formal legal theory of sentencing predict that sentencing is initially determined by legal variables; the substantive political theory predict that sentencing is determined by legal and social status variables.† (Dixo... ...olume: 6 Issue: 4 Dated: November Retrieved from http://www.ncjrs.gov/App/publications/Abstract.aspx?id=242575 Davenport, A.U. (2009). Basic criminal law: the constitution, procedure, and crimes (2nd ed). Upper Saddle River, New Jersey: Prentice Hall Dixon, J., (1995). The Organizational Context of Criminal Sentencing The American Journal of Sociology, Vol. 100, No. 5 (Mar. 1995), pp. 1157-11. The University of Chicago Press. Retrieved from http://www.jstor.org/stable/2782274 Lin, T.Y., (2009). Public Interest in sentencing: Deterrence, Desert, or anything Singapore Journal of Legal Studies: Special Issue to commemorate its 50th Anniversary Texas Offender Reentry Initiative. Retrieved December 01, 2010. From http://www.medc-tori.org Wallace, H. & Roberson, C. (2008). Principles of criminal law (4th ed.). Boson: Pearson education.

Constructions of Gender and the Treatment of PTSD within the U.S. Milit

Constructions of Gender and the Treatment of PTSD within the U.S. Military The U.S. military shows a surprising sensitivity and openness to the emotional difficulties of being stationed abroad, especially in a conflict zone, and it is making great efforts towards preventing/easing depression and post-traumatic stress disorder (PTSD) among its members (although it varies by branch). Group therapy is made available at Veteran's Administration hospitals and the Department of Veteran Affairs is connected to the National Center for Post-traumatic Stress Disorder, which provides many helpful resources including literature that speaks openly about "private," "domestic," and "relational" issues. This is in shocking contrast with the predominant military culture which is hyper-masculine and hierarchical. The question of whether or not you have "been in" is not asked to determine your understanding of military lingo and procedure; what is being asked is: Are you one of us? Romantic, and even realistic, accounts of combat almost always include stories about the particular love and selfless dedication that develops between soldiers and their buddies. Servicemembers frequently describe their units as families. "Basically, this was their family for the last thirteen months," said First Sergeant Dana Morgan, describing the 140 th Quartermaster company just returned from Iraq. He was attending their welcome home ceremony at Fort Totten in New York. The 128 reservists of the 140 th spent thirteen months (March 2003 - April 2004) in Iraq providing laundry and bath services to other troops. Pacifists often drudge up the dirty details in order to de-mystify, and thus de-glorify, war. It is difficult to deny, howeve... ...sonal interview: April 4, 2004, Fort Totten, New York. Katz, Lori S., Sexual Trauma Education and Assessment for the Primary Care Provider , Veterans' Association Healthcare System. Morgan, Dana. First Sergeant, U.S. Army. Personal interview: April 4, 2004, Fort Totten, New York. Newland, Miriam. Women Veterans Coordinator, Military Order of the Purple Heart. Personal interview: March 24, 2004, New York Harbor Veterans' Administration, New York City. Ignatieff, Michael. The Warriors Honor: Ethnic War and the Modern Conscience , Henry Holt and Company, New York: 1997 Sadler, Anne, et al. "Factors Associated with Women's Risk of Rape in the Military Environment," American Journal of Industrial Medicine , 2003. Scotti, Mike. Former First Lieutenant, U.S. Marine Corps. Personal interview: April 13 and April 26, 2004, New York City.

Management of Learning Disabilities

This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. Management of Learning Disabilities This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator.

Best Novel of the Twentieth Century Essay

Best Novel of the Twentieth Century Alfred Nobel gave his last name to one of the most prestigious literature prizes today. He specified that the award should go to ‘the person who shall have produced in the field of literature the most outstanding work in the ideal direction’ (Cited in Danson & Gupta, 2005) Over the years the criteria the prize was awarded on kept on changing along with the changing times. â€Å"In 1964, the French philosopher, novelist and playwright Jean-Paul Sarte voluntarily declined the Nobel Prize. † (Danson and Gupta, 2005, p. 212) The prize for the best novel of the twentieth century will follow guidelines that perhaps even Sartre would consider just and accept the prize if it were offered to him. Today, the Nobel Prize is regarded as one of the highest honors in literature but there was a period in history when Sartre’s refusal threatened its universality of honor. Five years later, Samuel Beckett received the award and the Nobel Prize gained back some of its authority as a universal honor. Becket had contemplated whether he should accept the award or not because he realized the recent controversy arisen by Sarte’s rejection but did not want to simply mimic his actions. (Danson & Gupta, 2005, p. 213-4) â€Å"The Booker Prize was launched in 1968 to provide a benchmark for the ‘best of contemporary British fiction’ by awarding a prize for what was deemed to be, in the joint opinion of the judges selected by the management committee, the most outstanding novel by a ‘British or Commonwealth writer’ in any given year. † (Danson & Gupta, 2005, p. 295) Tom Maschler found the booker prize and can be viewed as a successful marketer of his time. His goal was to ensure that serious British fiction gains market share through public relation-ing efforts, specifically, the use of touch programs. He did for books back in the 1960’s for books, what people do for movies now: create a lot of hype before the release date, a lot of publicity, and going big at the box office. Stated by Iyer in 1993, â€Å"the Booker [had become] London’s way of formally commemorating and coronating literary tradition †¦ the closest thing in writing to the movies’ Academy† (cited in Danson & Gupta, 2005, p. 295) â€Å"Plato suggests that literature is not an end in itself; it has a broader social responsibility which imposes a duty on poets to make sure that their works are not immoral or untrue. Poetry and art in general have fundamental responsibilities to the society that produces them. If poets are unwilling to tether their imitations of life to the demands of that society, Plato argues, then they should be kicked out of the republic. † (Danson & Gupta, 2005, p. 4) This idea by Plato is the concept behind instrumentalism. If Plato was alive today, he would condone ‘Corporate Social Responsibility’ all the way. Just like any big corporation should be held responsible for what its actions are outside of producing a certain product or service, Plato believed that poet was responsible for what he was producing. In reality, Corporate Social Responsibility, if analyzed in the long run, can be the best thing for a company. If a company carries out its duties other than delivering a great product to society, it gains the people’s trust, maintains goodwill, and cashes in on the steady profits in the long term. In the same light, according to Plato, a poet must create poetry responsibly and cater to the needs and demands of his society. In doing this, the poet must create works that might eventually become simply a thing that society demands. By doing this, literature looses its essence and becomes simply what the public wants but to create continuously what the public wants and have it accepted by them is an art of its own. To observe the cycle like this, Plato’s simple theory of producing work responsibly becomes producing work to cater to a specific demand, which then becomes a sort of artistic economics, and simply a work of beauty like Oscar Wilde’s. For this reason, instrumentalism or aestheticism alone cannot be the judge of good literature. Basically, both the Nobel and Booker were found to expand British literature, the former by means of transforming the judging criteria from time to time and the later by 21st century marketing tactics. â€Å"A neo-Kantian might advise the Nobel or Booker judges as follows: derive your standards for judging literary works themselves rather than by following extant rules of literary judgment; look to exemplary works of genius for guidance in judging the work before you; treat such works as models, and never reduce them to a list of determinate rules, formulae or precepts. † (Danson & Gupta, 2005, p. 203) Keeping in mind the advice given by the neo-Kantian the new prize for the best novel of the twentieth century will weigh the literatures strength according to its aesthetics, instruments, and modernist views. The goal of the prize is not to simply canonize a work of literature or deem it best because beauty is a more important characteristic than content or vice versa. The goal is to view the work for it is, just like a human being, and appreciate what it intends to do or tell. Like the age old example of ‘apples and oranges’, the prize will look at each work for what it is. A work may not be deemed the best simply because it is more inclined towards Wilde’s criteria or Plato’s criteria. No one will be thrown out of ‘The Republic’ but instead the competition will be different because the apples will be competing against the other apples and the oranges against the other but not against each others. In other words, a work may be the best aesthetic piece of literature or the best instrumentalist literature. The winner will be the work which tells of something deeply moving and presents new ideas that are life changing way in the most beautiful manner possible. The winner will the perfect blend of apples and oranges and the runner up will be the best apple, the best orange, or the less perfect blend of the two. â€Å"†¦Writers such as Oscar Wilde and Joris-Karl Huysmans advocated a view of art which denied that it should have any moral, political or social function. † (Danson & Gupta, 2005, p. 4) Cuddon stated in 1982 that â€Å"art for art’s sake† (cited in Danson and Gupta, 2005) was the fundamental of aestheticism. When we consider Virginia Woolf’s novel Orlando, it has all the elements of beautifully portrayed writing and meaning and content. What causes this text to be the winner of the prize for the best book of the twentieth century is that as time went on, the books purpose and meaning evolved. â€Å"In a survey of the Nobel Prize, Kjell Espmark (1999) discerns the following phases: from 1901 to 1912, prizes were given to writers who demonstrated ‘a lofty and sound idealism’; from 1912 to 1920, a ‘literary policy of [political] neutrality’ was followed; in the 1920s, award winners were marked as a possessing a classical ‘great style’; in the 1930s, ‘universal interest’ was considered key; from 1946 to 1977, writers were chosen who had made a ‘pioneering’ contribution; from 1978 to 1985, attention was given to ‘unknown masters’; from 1986 onwards, the emphasis had been on recognizing the literary productions of the ‘whole world’†(Danson & Gupta, 2005, p. 211) Unlike the Nobel prize and its changing criteria over the years, Orlando was viewed differently as time went on. â€Å"We read Orlando now most often as a feminist work that explores the boundaries of gender and sexuality and the limits of women writers within literary history, or as a sharp critique on the possibilities of biography. But Orlando was often first read by its contemporary audience as a gossipy portrait of Vita Sackville-West. †(Tetterton, 1995) When the novel was first written it was a mere work of comedic art with no instrumental purpose but to paint a certain portrait of someone. Virginia Woolf’s writing is difficult to read and understand because of the transitions she makes and her style of writing. Back in the day, this novel was, â€Å"†¦taken as the delightful joke that Woolf herself claimed it to be. It was a hugely successful joke — not just critically, but financially as well, both in England and America. It was Orlando that enabled the Woolf’s to purchase their first car, and it put them on stable financial footing for the rest of their lives. † (Tetterton, 1995) The novel perhaps served an instrumental purpose to the Woold family but not society, it was viewed as a work of fiction and no action was taken against it because of the hints of lesbianism since the main character was a man when he fell in love the princess. This work could be simply viewed as ‘art for the sake of art’ at the time by the audience but it had a greater purpose. Some say that it was a secretly a love letter to the woman Virginia Woolf loved. When we read Orlando now we pay more attention to the gender issues present in the book. The book was not viewed as an important work I feminine and lesbian literature back in the day because none of the feminist movements had occurred yet. When we look at the work now we can’t help but get a sense of what Woolf was really trying to say. It was only in the later years that the work evolved from simply aesthetical and comical to instrumental. Woolf shed’s light on the issue of lesbianism and gets away with it in the era where other writers were being banned for bringing up the same subjects. She fulfils the purpose of feministic liberation because after the 300 years the main character becomes a liberated and free woman in the early nineties. These demands were initially not required by society and no one but Virginia and her contemporaries who felt the same way craved the need for someone to bring about this revolution. Today, Virginia Woolf’s Orlando caters to the demands of society and the feminist revolution that is still shaping itself and the freedom of exploring one’s sexuality freely. Virginia created the perfect blend of aestheticism and instrumentalism with the aide of time. In the century that it was written in, the novel served its aesthetic purpose and in the next century it the audience learnt to look at its real instrumental purpose. Woolf created this perfect blend and proved that she was two steps ahead of the whole world. She was a modernist because she re-evaluated where society currently stood and where it needed to go and through what means. Woolf paved a way for future writers to explore new territory and have the freedom of self expression. One argument presented by Kelly Tetterton at the The Fifth Annual Virginia Woolf Conference at Otterbein College, June 18, 1995 is that the segue the audience made from the comical to the serious category is through the publication method of the book. She points out, â€Å"Partly yes — we are far more sensitive to issues of gender than those readers of long ago because it’s now part of our social consciousness; even those who might disagree with such a critical approach must now acknowledge the validity of the approach itself. And partly no — we are simply reacting to what we’re given to read. Take a look at the most recent paperback covers for Orlando — one from Harcourt Brace Jovanovich and one from the Quality Paperback Book Club. Anyone casually glancing at these covers is likely to suspect that issues of gender and sexuality are involved in the text beneath the covers. The 1973 HBJ paperback gives us two almost identical figures, one male and one female, divided by a clock; the 1993 QBC book cover is more abstract, but there’s a prominent pink triangle on its spine and back. If we are better readers today, it’s because we have some help from the publishers. † (1995) The second half of her argument is valid because the pictures or hype that surrounds a text greatly affect how a work of literature is viewed. The different publications have a sort of Booker Prize affect on the audience. The different paperback version somewhat manipulates what’s inside and this factor can be used to sway the judgment about the work greatly. Nevertheless, the publication or marketing aspects do not take away from the book itself because part one of the argument presented by Tetterton is just as valid and in sync with the entire critique of the book making it the best book of the twentieth century. â€Å"In 1934, the first issue of the British journal Left Review published a position statement by the Writers’ International, a group of radical writers. The statement included the following thoughts on what role writers should play in the British society:†¦It is time for these, together with the working-class journalists and writers who are trying to express the feelings of their class, to organize an association of revolutionary writers. † (Danson & Gupta, 2005, p. 117) Interpreting this role British writers were asked to play in society is the very fundamental of instrumentalism, producing responsibly what the society demands as a whole. The author of Sunset Song, Lewis Grassic Gibbon replied to this message in a mostly positive manner except for two discrepancies. This declaration stated that literature â€Å"is anything but elevated, self-contained or sacrosanct, as the aesthetes had claimed; rather, for the Writers’ International, literature has the potential, even and obligation, to criticize society and to contribute to the building of a socialist future. † (Danson & Gupta, 2005, p. 118) Gibbon said, â€Å"I hate capitalism; all my books are explicit or implicit propaganda. †(cited in Danson & Gupta, 2005, p118) The first of the two points Gibbon disagreed with was that capitalism was perhaps dead economically but the literature was thriving, untouched, and unharmed and that there was a huge difference between the two. Second, he thought that writers should actually work for the socialist coast and not just say it. (Danson & Gibbon, 2005) The use of Scottish accents and dialects is present throughout the entire novel. This style earns him points for true instrumentalism. He sticks to his roots, much like the writers of today who add flavorful touches of their mother tongue in their works. From the earlier point about supporting the revolutionary cause of socialism he strips away whatever he can of capitalism by staying true to his origins no matter what. â€Å"The young Chris must choose between life on the land, her Scottish identity, and the English part of her which draws her away from home towards books and education. Yet even once she has made her decision, the way of life of her community is altered forever by the Great War. † (BBC) The story is about a little boy understanding what really is going on around him and how he must deal with everything. The book is runner up to Orlando by Virginia Woolf because it is the best work of instrumentalism at its extreme whereas Woolf’s novel encompasses all the concepts of aesthetics to modernism to instrumentalism. Sunset Song is a great example of a believing in a cause and writing for it to change the society as a whole and lead into a revolution. â€Å"However, it is important that while Sunset Song mourns the loss of a past age, it is not hopeless. The images of light and the morning star in the closing pages of the novel anticipate the rest of the trilogy, emphasizing Gibbon’s desire to construct a future rather than simply mourn the loss of a Golden Age. † (BBC) Gobbin, like his response to the Writers’ International delivers what he has said and paints a window to the future. He can be viewed as a modernist in the sense that he re-evaluated how society was going to reach a certain place and stuck to different ideas and did not conform to capitalistic views. â€Å"Gibbon uses the narrative device of flashforward, or prolepsis, at the start at each of the four main parts of the novel. † (Danson & Gupta, 2005, p. 132) His style of writing and the techniques he uses also earns him points for creatively constructing the passage of work. â€Å"All Gibbon’s sympathetic characters – the Guthries, Chae Strachan, Long Rob and, more ambivalently, Ewan Tavendale – are associated with the traditional peasant way of life. In contrast, the characters who embrace small-scale capitalist production – Ellison, Mutch, Munro and Cuddiestoun – are represented as thoroughly unattractive. † (Danson & Gupta, 2005, p. 141) The author clearly indicated his leaning towards socialism through his characters and their analysis throughout the book. He successfully achieves his goal of taking a stance against capitalism and that lands him into the runner up spot in the best writer of the twentieth century. â€Å"An important motivation at the core of Gibbon’s writing, closely connected to his political commitment, is his desire to rescue the forgotten, unrecorded histories of Scotland’s poor. † (Danson & Gupta, 2005, p. 150) Gibbon is one of those revolutionaries whole believes that all the toil and blood and hardship that went into making the future what it is today should never be ignored. It should be remembered and used as inspiration to move forward and achieve even greater things. (Danson & Gupta, 2005) Virginia Woolf takes away the award from Gibbon’s for first place because she is a modernist in the true sense. Gobbin beautifully portrays what an instrumentalist should do and inspires people and connects with them on a deep level from the get go. He has always presented his work seriously and believed it to bring about a change and get to the end through revolutionary socialist means. The judgment criteria of this award is not to award a socialist when a socialist revolution is going on or a capitalist when capitalism as it its peek. The goal is to judge literature for what is no matter what guards the standards of society now. Gibbon’s is a story that can be read in the democratically inclined times of today and still have an impact and show the clarity of how one can stick to his beliefs and paint a convincing and moving piece of literature. References Brown, R. D. , & Gupta, S. (2005). Aestheticism & modernism: debating twentieth-century literature 1900-1960. Twentieth-century literature : texts and debates. London: Routledge. Brown, R. D. , & Gupta, S. (2004). The popular and the canonical: debating twentieth-century literature 1940-2000. Twentieth-century literature : texts and debates. London: Routledge. Gibbon, L. G. (1981). Sunset song. New York: Schocken Books. Tamir, E. (2007). Gupta/Johnson’s A Twentieth-Century Reader and Johnson’s Debating Twentieth-Century Literature, 1940-2000. Science-Fiction Studies. 34, 343-345. Tetterton, Kelly (1995, June, 18). Virginia Woolf’s Orlando:. Retrieved May 18, 2008, from http://www. tetterton. net/orlando/orlando95_talk. html The Writers. BBC, Retrieved May 19, 2008, from http://www. bbc. co. uk/scotland/arts/writingscotland/writers/lewis_grassic_gibbon/works. shtml Woolf, V. (1928). Orlando: a biography. New York: Harcourt, Brace.

HRM Case Johnson Assosciates

This case is about a software consulting firm, Johnson and Associates. The business was established in 1989 by James and Michael Johnson. The two brothers opened the business at a time when the computer market was prospering and the software market was estimated to grow from 17% to 20% worldwide. Their plan was to concentrate on three target markets for their products which included health and racquet clubs, independent insurance agents and wholesale distribution companies.The product that was being offered by the firm was a software that would automate day-to-day operational tasks for users and provide marketing information. The name of the software was ‘Club-Kit. Contrary to what the prevalent trend, the firm was focusing on one product. Generally in the market. Firms with many products were more successful. This was a problem for them, along with the fact that copies of successful software were made by competition and this declined the profit margin for the firms involved. T he firm comprised of four individuals, two brothers and two friends of theirs.James Johnson was the rains behind the product and had an inclination towards technology. Michael on the other hand was more charismatic and was responsible for marketing the product. Jackson and Wilson were the two friends on board with the venture. They had launched the business and were looking for ways to market the product. For that purpose Johnson and Associates should keep in mind the marketing mix elements in order to obtain success. The elements include distribution, price, promotion and the product itself. Mainstream advertising was a very costly option and the new firm couldn't afford it.The firm should rely on personal selling to a large extent and on advertisements in trade journals. Since Michael is a charismatic person he should go individually to people and try to market the product. Secondly trade journals are a very economical option for telling the details about the software. It could ma ke many people aware of the company and the product. Incidentally, the general trend was that Service and Support, instruction, distribution and marketing presence were key components to the success of specialized software.Hence the firm should focus on extending their reach as much as they can as they were focusing on just one specialized software. The decision of pricing the software had a divided vote, while two members were for keeping the price of the software fixed, the other two wanted it to be negotiable in order to attract customers. However I believe that they should set the price of the software at 700$. The overall reduction in price should be due to hardware, which wouldn't cause a decline in their profits.