Tuesday, November 26, 2019

Shah Flavor SWOT Essay Essay Example

Shah Flavor SWOT Essay Essay Example Shah Flavor SWOT Essay Essay Shah Flavor SWOT Essay Essay ES Fusion Enterprise ( ES Fusion ) is one of the companies that monitor by Small and Medium Enterprise ( SME ) . The name of their merchandise is a Shah Flavor Char Kuey Teow. This company located at Plot 8. Jalan Ep5. Melaka Halal Hub Serkam. 77300 Serkam Jasin. Melaka. The proprietor of this company is Mr. Mohamed Shaharini Bin Abdul Ghani. In Shah Flavor Char Kuey Teow production. Mr. Shaharini use the good quality of oyster sauce and fish sauce. Beside that. ES Fusion besides gets the enfranchisement from Jabatan Islam Malaysia ( JAKIM ) for their chief merchandise based on nutrient industries is Char Kuey Teow. ES Fusion was established on 15 January 2010 by publishing nutrient merchandise legitimate under the trade name Syah Flavor that more focal point on Sos Char Kuey Teow. The capital for get downing a concern Mr. Shaharini merely uses the household capital and besides utilizing his ain money to get down their concern. the capital every bit much as RM8. 000 to purchase the natural stuff and besides equipment to do the Char Kuey Teow sauce. In the beginning. Mr. Shaharini was working as a chef in a five star Hotel in Kuala Lumpur and that is the ground why her involvement in cooking country. finally Mr. Shaharini start her Char Kuey Teow sauce concern based on the construct of familial household formulas. For the start concern. ES Fusion uses a traditional manner or manual to cook the Char Kuey Teow sauces. The traditional manner Mr. Shaharini must engage several people to bring forth the sauce and the quality of the sauce is more low because they can non do are more sauce so will give impact on demand from clients. Besides that. they must work early in the forenoon to get down their work in treating the Char Kuey Teow Sauce. In this clip. Mr. Shaharini embark their concern with merely sell on a little graduated table of their Char Kuey Teow Sauce in the market and its more to demand or order by the client than they will bring forth the sauce. After several old ages dabbling work as a chef in the hotel and larn more about the formula of sauce. Mr. Shaharini experience confident and afford to widen this sauce into the large market. So. he applies capital grant from SME Corp to purchase machine that can better their production of doing the sauce. Mr. Shaharini acquire loans as much RM20. 000 from SME Bank for their first application. With this aid. En. Shaharini had purchased bomber machine. filter machine and other equipment to do the sauce. By utilizing this machine it can assist Mr. Shaharini to do certain their operation becomes easier. In the startup concern. En. Shaharini start began by selling Char Kuey Teow at the dark market and the turning demand. Mr. Shaharini has expanded its concern by utilizing the trade name name of the Shah Flavor sauce. En. Shaharini besides have been a good relationship with authorities sector Perladang and Pertanian where En. Shaharini so commission members under this authorities. In add-on. acquire aid from SME Corp. ES Fusion besides received acknowledgment from the Kementerian Pertanian dan Industri Asas Tani ( MOA ) . Under the MOA. they have got the extra aid in term of fiscal facets which aims to acquire as many stuffs and better their mills. In add-on. they besides get and work under Halal Hub Malaysia. In halal Hub Malaysia. location of company ES Fusion has been Plot 8. Jalan Ep5. Melaka Halal Hub Serkam. 77300 Serkam Jasin. Melaka. This site is the new subdivision for Shah Flavor nutrient industries. 2. 0 Product Specification 3. 0 SWOT analysis ( Internal and External analysis )SWOT analysis is a tool that identifies the strengths. failings. chances and menaces of an organisation. SWOT is a basic. straightforward theoretical account that assesses what an organisation can and can non makeevery bit good as its possible chances and menaces. The method of SWOT analysis is to take the information from an environmental analysis and divide it into internal namely strength and failings and external issues viz. chances and menaces. Strength Focused on one merchandise merelyThe chief merchandise of ES FUSION is char kuey Teow sauce. The char kuey Teow sauces by ES FUSION are divided into three size viz. sauce in 5 litre. 750 milliliter. and the smaller are 360ml. The formula of the sauce comes from their uncle. ES FUSION do it as their secret formulas for their company. ES FUSION merely focuses on produce the char kuey Teow sauce. so their proprietor can do certain the quality of the sauce is good and can carry through the demand of clients. 10 old ages experience as head The another strengths of ES FUSION is their proprietor have 10 old ages experience as chef. Before get downing their concern Mr. Shah works at the hotel as a chef. It is because. before he analyze in culinary at a private college. Based on their experience in the nutrient industries ES FUSION wants to start- up their ain concern because they have expertise in this field. Good relationship with provider Good relationship with provider besides one of their strengths. It is because if the company have the good relationship with their provider it can be easier for them to acquire the natural stuff from them. Besides. when ES FUSION had the best relationship with a provider they can acquire the best monetary value from providers. The chief provider that ever provides natural stuff is one jobber that located at Kampung Jawa. Malacca. ES FUSION in joint coaction with strategic spouse ES FUSION besides in joint coaction with strategic spouse viz. PELADANG and PERTANIAN. In joint coaction it is can be the one advantage to ES FUSION because PELADANG and PERTANIAN is one of the authorities sector. The proprietor of ES FUSION viz. Mr. Shah has a good relationship with PELADANG and PERTANIAN. It is because. Mr. Shah is one of the members in PELADANG. So from that. he can acquire many benefits like to acquire more support. audienceand many more from them. HALAL enfranchisement ES FUSION is wholly a 100 per centum owned by Bumiputera. Besides that. the company besides gets the enfranchisement of hallmark halal from the Islamic spiritual section of Melaka. Malaysia. WEAKNESSES Poor in finance and directionOne of the failings of ES FUSION is hapless in finance and direction. ES FUSION merely owned by one proprietor viz. Mohd Shaharini bin Abdul Ghani and merely work by itself without employee to assist him. For their finance they don’t have any proper history. FUSION merely writes their history on the log book and on their white board to remind her about the debt. income and result. Boxing non involvement Boxing besides can be failings in their company because the packaging is non interested and so can non pull purpose of clients. Packaging and labeling of ES FUSION sauce is really crowded with their ain image. formulas and many more. Besides. the label of the sauce is really little and it can do client hard to place their beginning. Less systematic layout of mill ES FUSION besides has a job with the layout of the mill. The layout of the mill is less systematic. It is because. their proprietor merely puts all of things like their sauce. natural stuffs. assets and others in one topographic point. An illustration. ES FUSION doesn’t separate their sauces that already desire to sell with the natural stuff that want to do the sauce. so the topographic points seem like messy and non systematic. Lack of work force The one of the large failings of ES FUSION is deficiency of work force. It is because they non engage any employee to work with her. All of the work in the company/ mill merely making by their proprietor itself. From acquire the natural stuff into going end product they merely do it and for the selling and bringing besides do by the proprietor itself. OPPORTUNITIES Help organize authorities sector ( PELADANG and PERTANIAN )One of the chances that ES FUSION gets if from the authorities sector viz. PELADANG and PERTANIAN. When ES FUSION gets the aid organize authorities sector it is can be easier to ES FUSION to make betterment to their company. Market broad in Malaya As we all know the market for nutrient in Malaysia is large. So. the one chances for ES FUCION is their char kuey Teow sauce is easy to utilize and it is suited to housewife that non hold adequate clip to pass their clip in the kitchen. Besides that it besides suited for clients that like char kuey Teow and hard to acquire it. with the sauce they can merely cook at place with easiness. Menace New merchandiseAs we all know ES FUSION is still new in market of char kuey Teow sauce. Because it is the new merchandise and new in the market the credence of the merchandise is still less because of less of publicity and others. High transit costOne of menace that ES FUSION faced is the high transit cost. It is because. ES FUSION delivers their stock of the sauce itself. If any company or individual that want their merchandises ES FUSION will present to them. So. it is must utilize the many cost of transit like TOL. fuel and many more. It is can be proved by lifting of oil monetary values were started on 3 September 2013. the monetary value will be increase 20cent per missive. This state of affairs besides can give the consequence to the company itself. The uncertain of natural stuff monetary values As we all know the monetary value of natural stuff is uncertainness. So. it is can go the menace to ES FUSION. The natural stuff that ES FUSION ever uses to bring forth their merchandise is oyster sauce. fish sauce and many more. Rivals The chief menace that all companies faced is about the rival. The chief rival to an ES FUSION company is Jai Char Kuey Teow and 2 Puteri. The both of the company besides produce the same merchandise like ES FUSION but in the different manner. Jai Char Kuey Teow is one merchandise that manufactured by Huzmy Entreprise. Jai Char kuey Teow merely produces 5 litter sauce. 2Puteri is one trade name under RM Ninetysixbillion Entreprise Company. 2Puteri non concentrate on char kuey Teow sauce but merely produce Chili Boh. 2puteri Char kuey Teow sauce merely produces the sauce in 350g. 4. 0 RivalFor ES Fusion Enterprise ( ES Fusion ) companies they are the exclusive maker of Char Kuey Teow in Malacca. Therefore. they do non hold rivals in Malacca where they have rivals outside its The Jai Char Kuey Teow and 2 Puteri Char Kuey Teow. Both of these companies produce flavoring or sauce Char Kuey Teow like Syah Flavor the merchandise by ES Fusion Enterprise ( ES Fusion ) company but they have a important differentiation between one another of the facets is a: 1. Productai Char Kuey Teow Jai Char Kuey Teow is 100 % autochthonal merchandises and it is nutrient heritage. This merchandise is manufactured by Huzmy Enterprise and has been in the market for 3 old ages in Malaysia. The endeavor Huzmy company now one measure frontward by publishing booth construct simple. fast and delightful. A concern who’s who highlighted the franchise construct. a new construct where the chief ingredient they use is Kuey Teow. The more of import for the Jai Char Kuey Teow they merely sell the sauce Char Kuey Teow by bundle that means by franchise. If person wants to get down the Char Kuey Teow concern they can come into Huzmy Enterprise. so under this company they will get down the concern Char Kuey Teow under the trade name Jai Char Kuey Teow. Cooking techniques and direction counsel will be given to anyone who would wish to run this concern under trade name Jai Char Kuey Teow. Under this franchise. anyone can fall in and take the more advantages given from them. it: No Franchise Fees ( Business merely franchise construct ) . 100 % manufactured by Bumiputera ( Huzmy Enterprise )Merchandises that are based on the construct of nomadic booths and easy install ( which can be brought to the Expo. Bazaar Ramadhan. Stadium. Carnival and Night Market pleased arranged anyplace. Businesss are concerned about hygiene and merchandise quality is assured. Kiosk quality chromium steel ( 100 % unstained steel ) Merchandise of Malaysia’s first franchise construct that is based on Kuey Teow Mee Easy to acquire natural stuffs ( around food market shops and mini-markets ) Other particular merchandise from other heritage and enjoy a delightful repast. Cooking techniques and direction will be given counsel from Huzmy Enterprise to bring forth and steer enterprisers. Covering in full ( full -time ) or parttime ( parttime ) Own concern and no force per unit area from employersHigh net income border!Low -risk concern and fight.Business construct Simple. Quick and Tasty. Then for the bundle provided by Huzmy Enterprise is a:For Sauce Bottles 5 Litter ( 35 helpings ) = RM34. 50Cost A ; Profit Dealer:1 BOTTLE SOS = RM34. 50 + RM33. 00 = wet stuff capitalTOTAL = RM67. 5035 home base X Minimum Price RM4. 00 = RM140. 00 ( Gross saless 1 home base )35 home bases X RM6. 00 = RM210. 00 MAXIMUM PRICE ( Gross saless 1 home base )( SPECIAL EYES + EGGS )Minimal Net income 100 %Maximal Profit 150 % 2 Puteri Char Kuey Teow RM Ninetysixbillion Enterprise company was established on July 27. 2010 with the issue of nutrient merchandises under the trade name of 2 Puteri. Merchandises are Sauce Char Kuey Teow 2 Puteri and Chili Boh Natural 2 Puteri. Sauce Char Kuey Teow 2 Puteri is one of the RM Ninetysixbillion Enterprise company’s merchandises provide an option for fans Penang Char Kuey Teow to acquire a more hearty meal gustatory sensation all of people buy this merchandise. Satisfied. self-generated and satisfied because its gustatory sensation meets their illusion. The monetary value is besides inexpensive and worthwhile purchase. The merchandise sauce Char Kuey Teow by 2 Puteri besides has the Halal enfranchisement from Jakim that’s really of import to do certain their merchandise Halal and clear to eat. 2 Puteri have 2 merchandise sauce Char Kuey Teow and Chili Boh but they largely focus on Chili Boh. the sauce still new. Now Sauce Char Kuey Teow 2 Puteri has 34 subdivisions penetrate Tesco Stores Malaysia is divided Store ‘Produk Malaysia Citarasa Kita’ and 10 Mydin Hypermarket subdivisions and the interior Sauce Agrobazaar. Sauce Char Kuey Teow 2 Puteri non merely delightful but besides made Char Kuey Teow be applied to the other dishes like Mee Goreng. pasta. fish. and can be eaten entirely. In 2013. they produce big size of the merchandise Char Kuey Teow 2 Puteri for users who open a eating house or tap house to acquire Char Kuey Teow 2 Puteri. New bottles for Char Kuey Teow 2 Puteri 4. 1 Rival Analysis 1. Merchandise Jai Char Kuey Teow merely has one merchandise for the their sauce its merely for 5 Liter so for their merchandise is are more to franchise concern non merely sell the sauce. So if any individual want start up concern Char Kuey Teow they can utilize the Jai Char Kuey Teow. they will hold the bundle by Jai and the particular sauce by Jai trade name. 2 Puteri a new trade name Char Kuey Teow and Chili Boh. so they still in procedure and do are more betterment and besides introducing to do certain their merchandise suited to demand from their clients. The merchandise by 2 Puteri is a 350 milliliter and merely one non bring forth many sorts of sauce because they are merely new and still to better their production of sauce. The more interesting for Syah Flavor comparison to their rivals. Shah Flavor have many types of their packaging of their sauce Char Kuey Teow. Syah Flavor has 2 types of sauce its 360 milliliter. 750 milliliter and 5 Liter. this suited for all coevalss if their merely a usage a litter of sauce so they can purchase for the 360 milliliter. From this. the Syah Flavor really interesting so client can do more pick depends on their usage of the merchandise. they can purchase 360 milliliter and frailty versa.

Saturday, November 23, 2019

3 Causes of Deindustrialization

3 Causes of Deindustrialization Deindustrialization is the process by which manufacturing declines in a society or region as a proportion of total economic activity. It is the opposite of industrialization, and therefore sometimes represents a step backward in the growth of a society’s economy. Causes of Deindustrialization There are a number of reasons why a society might experience a reduction in manufacturing and other heavy industry. A consistent decline in employment in manufacturing, due to social conditions that make such activity impossible (states of war or environmental upheaval). Manufacturing requires access to natural resources and raw materials, without which production would be impossible. At the same time, the rise of industrial activity has done great harm to the very natural resources on which industry depends. In China, for example, industrial activity is responsible for record levels of water depletion and pollution, and in 2014 more than a quarter of the countrys key rivers were deemed unfit for human contact. The consequences of this environmental degradation are making it more difficult for China to sustain its industrial output. The same is happening in other parts of the world where pollution is on the rise.A shift from manufacturing to service sectors of the economy. As countries develop, manufacturing often declines as production is shifted to trading partners where the costs of labor are l ower. This is what happened to the garment industry in the United States. According to a 2016 report by the Bureau of Labor Statistics, apparel experienced the largest decrease among all manufacturing industries with a decrease of 85 percent [over the last 25 years]. Americans are still buying as many clothes as ever, but most apparel companies have moved production overseas. The result is a relative shift in employment from the manufacturing sector to the service sector. A trade deficit whose effects preclude investment in manufacturing. When a country purchases more goods than it sells, it experiences a trade imbalance, which can reduce the resources needed to support domestic manufacturing and other production. In most cases, the trade deficit must become severe before it begins to have a negative effect on manufacturing. Is Deindustrialization Always a Negative? It is easy to view deindustrialization as the result of a suffering economy. In some cases, though, the phenomenon is actually the result of a maturing economy. In the United States, for example, the â€Å"jobless recovery† from the financial crisis of 2008 resulted in deindustrialization without an actual decline in economic activity. Economists Christos Pitelis and Nicholas Antonakis suggest that improved productivity in manufacturing (due to new technology and other efficiencies) leads to a reduction in the cost of goods; these goods then make up a smaller relative portion of the economy in terms of overall GDP. In other words, deindustrialization is not always what it looks like. An apparent reduction may in fact just be the result of increased productivity relative to other economic sectors. Similarly, changes in the economy like those brought about by free trade agreements may lead to a decline in domestic manufacturing. However, these changes usually have no adverse effects on the health of multinational corporations with the resources to outsource manufacturing.

Thursday, November 21, 2019

Giant Car case Essay Example | Topics and Well Written Essays - 1250 words

Giant Car case - Essay Example In the current case the other elements, intention to create legal relations and consideration, are not in question, but the element of offer and acceptance is. In this respect, it is significant to show first that there was a valid offer and secondly that the offer was accepted. In order to form a contract, the parties involved must reach a mutual consent or meeting of minds. This mutual consent is attained through offer and acceptance that does not alter the terms of the offer.1 The rule applicable in determining if there is mutual consent is the application of the mirror image rule. The rule dictates that an offer must be accepted without altering the terms of the offer. An alteration of the terms of the offer amounts to a counter offer and cancels the initial offer. Lord Langdale in Hyde v Wrench2 ruled that a counter offer acts to cancel the initial offer. In this case, Wrench offered to sell Hyde a farm for ?1,000. Hyde in reply to this offer offered ?950 for the farm which Wren ch refused. Hyde thereafter wanted to accept the initial offer of ?1,000. Wrench refused to sell him the land and Hyde brought an action for specific performance. The question before the court was whether a valid contract between Hyde and Wrench existed. In deciding that there was no legally binding contract, the court noted that when a counter offer is made this offer destroys the initial offer such that the initial offer is no longer open to be accepted by the offeree. ... Additionally, these responses may deal with other issues rather than substitute the original terms of the offer.3 Their language can also manifest an intention to retain the initial offer under consideration, and they should not be considered counter offers. A mere inquiry on the offer does not constitute a counter offer Stevenson v McLean4. In this case, McLean wrote to Stevenson on Saturday with an offer to sell iron ore. The letter indicated that McLean would sell the ore for 40s in cash, and the offer was to remain open till Monday. On Monday Stevenson telegraphed McLean asking if he would accept 40 for delivery over two months and if that was not possible the longest period that was acceptable. McLean later sold the iron ore to a third party after receiving the telegram from Stevenson. McLean later sent a telegram to Stevenson that he had sold the Iron ore, but Stevenson had telegraphed Mclean accepting his offer prior to receiving the telegram indicating the ore was already sol d. The question was whether the telegram sent by Stevenson was counter offer or a mere inquiry to the original offer. In arriving at its decision, the court observed that the wording in the communication did not include anything specific to infer a rejection but was a mere inquiry which ought to have been answered and not considered a rejection of the offer.5 It is, therefore, essential to note that in order to distinguish between an inquiry and a counter offer it is prudent to look at the details of the communication. A counter offer varies the terms of the original offer while an inquiry does not vary these terms. In Simon's case, his communication that he would buy the car at ?5,500 was a counter offer to the

Tuesday, November 19, 2019

Domestic surveillance or spying on Americans by government Essay

Domestic surveillance or spying on Americans by government - Essay Example He further explained that the law sometimes fails to guarantee security to the population. This is evident sometimes when cops arrest and charge wrong persons or obtain authority to conduct searches in places. From this case, Mr.Yoo gave the concept of the error rate; he argued that it should be lowered as much as possible when conducting surveillance (Yoo). Question 2 The surveillance conducted on citizens has shown that privacy in this century is not taken seriously. Private information, which is meant to be secret, has been brought to public. This has been made easy with the ever-increasing technology and innovation of sophisticated components that the government and private firms can use for spying. The disclosure and use of private information has made governments come up with ways and policies of guarding information from being exploited and getting into the wrong hands. According to West (1), Edward Snowden leaked information to the public regarding NSA surveillance of its cit izens. The information provided by Snowden shows that the government was monitoring phone calls inclusive of locations and destinations of the calls. Additionally, surveillance was conducted 5 years without the knowledge of the citizens. The government took a stand to explain to its citizen that surveillances conducted were meant for security reasons. Evidence also arises from what Snowden’s information to the public that the government was using utilities like boundless informant. The tool is said to be used by the NSA for tracking down the sources of information collected. A number of hacking attempts by the US government as claimed by Snowden was conducted in Chinese institutions such as the Chinese University of Hong Kong.... The surveillance conducted on citizens has shown that privacy in this century is not taken seriously. Private information, which is meant to be secret, has been brought to public. This has been made easy with the ever-increasing technology and innovation of sophisticated components that the government and private firms can use for spying. The disclosure and use of private information has made governments come up with ways and policies of guarding information from being exploited and getting into the wrong hands. According to West (1), Edward Snowden leaked information to the public regarding NSA surveillance of its citizens. The information provided by Snowden shows that the government was monitoring phone calls inclusive of locations and destinations of the calls. Additionally, surveillance was conducted 5 years without the knowledge of the citizens. The government took a stand to explain to its citizen that surveillances conducted were meant for security reasons. Evidence also arises from what Snowden’s information to the public that the government was using utilities like boundless informant. The tool is said to be used by the NSA for tracking down the sources of information collected. A number of hacking attempts by the US government as claimed by Snowden was conducted in Chinese institutions such as the Chinese University of Hong Kong. The Chinese government confronted the U.S. government demanding to know the hacking missions conducted on their institutions.

Sunday, November 17, 2019

The achievement of civil rights so slow in the period 1954-1957 Essay Example for Free

The achievement of civil rights so slow in the period 1954-1957 Essay Why was the progress towards the achievement of civil rights so slow in the period 1954-1957? From 1954-1957 significant legal progress in the field of civil rights was made, thus instilling confidence in the black community, however due to a number of factors putting these achievements into practice was halted and so civil rights progressed at a slow rate throughout this period of time. In 1954 Brown Vs Topeka was brought before the Supreme Court, with Brown winning the appeal with a unanimous vote. This was a landmark verdict, due to the fact that the judge, Earl Warren had been newly appointed by President Eisenhower and was a Southern Republican, therefore he disobeyed Eisenhower with the decision. Eisenhower was later stated as saying, The biggest damn fool mistake I ever made. Therefore demonstrating the Presidents lack of support for the ruling. It was a triumph for the NAACP who had provided the lawyer Thurgood Marshall and had pushed the case through. It overthrew Plessy Vs Ferguson and so was expected to bring about a dramatic change for black civil rights. Although in principal Brown should have brought about a significant change, the progress from the court decision, to putting desegregation in schools into practice was very slow. This was partly due to the court hearing, as no date was set for when the desegregation of schools must be completed, this resulted in the whites ignoring the court hearing, so maintaining the same ignorant attitude as before. However the court decision had empowered the black community and so Brown II was brought before the courts in 1955, again however this did not result in a definite result. President Eisenhower was also a significant reason for the slow progress of civil rights. When he took over from President Truman, he inherited the beginnings of a strong civil rights campaign, however Eisenhower did not share this same drive. He failed to take substantial leadership towards enforcing the verdict, as he was afraid of stirring up opposition, resentment and disorder in the South. He also did not believe that it was appropriate to interfere in individual state matters, although general consensus suggests that if he had shown strong leadership then the bill would have been put into practice at greater speeds. He believed that race relations would gradually improve on their own accord. Although Brown Vs Topeka overthrew Plessy Vs Ferguson, after the ruling no steps were taken to desegregate public places, again showing the slow progress. However the black community were fed up and so decided to take the matter into their own hands with the Montgomery Bus Boycott. The black community in Montgomery was organised through the NAACP and led by Martin Luther King. Originally they only intended to boycott the buses for a day in order to achieve a more polite service from the bus drivers, employment of black drivers and the end of blacks standing when the bus was not full. However they met opposition from Montgomerys all white officials. This represents why progress was slowed down, as all decisions were met by substantial opposition from whites, forcing any actions to be dramatic, in order to get them to accept their views. This resulted in a yearlong boycott of the Montgomery buses in order to receive total desegregation on the buses. Within this time the White Citizens Councils membership doubled from 6000 to 12,000 from February to March. The boycott attracted national media coverage, showing that the greater publicity that the blacks attracted, the more the whites stuck together in order to create a strong opposition and prevent change. However in this case the blacks economic power was stronger than the white resistance and so in December 1956 the boycott was called off. This shows how much effort it took to achieve progress, however even then it was limited, as the success was only limited to the buses in Montgomery, however it acted as an example for other departments and cities, to what could be achieved through non-violent protests. This was also demonstrated in the case of Emmett Till. When the 14-year-old boy was murdered his mother decided to bring his body home to Chicago and have an open casket. This attracted 100s of the black population that dominated Chicago and the national press to attend. This mass of media coverage, not only united the blacks, and made the moderate whites aware and sympathetic of the cause, but it also ruined any chance of a fair trial. This is because the whites accused the NAACP of using the case as propaganda, so creating a Northern backlash. The southern population then closed ranks, making it harder to prosecute. This again shows that the more publicity that black civil rights was given, the greater the white opposition that they had to face. However this only made the black community more determined. The case of Emmett Till was significant as at first it showed some progress towards a fair trial, with the men accused of lynching arrested, usually they would not have been prosecuted, and a black man standing up and accusing a white man in court. However the jury was composed of 12 white males, and in the defences closing speech he said, I hope every last Anglo-Saxon one of you makes the right decision. Therefore again showing how when accused the whites stuck together. Again throughout this case Eisenhower gave no leadership and did not intervene, as he did not think that federal intervention was appropriate, and did not want to or aim to do anything to alleviate black problems, even when Emmett Tills mother requested his help. Showing again how little progress had been made. Throughout this time, there were strong black leaders, Martin Luther King, and people that The NAACP used for test cases, Rosa Parks and the 9 children in Little Rock. These set examples to the black community, that through courage and determination, slowly change was possible. However many were not willing to make this commitment, like the 16 children who changed their minds about attending Little Rock High School after passing the exam. This was due to the increasing white resistance and discrimination that they faced. Martin Luther King was arrested for doing 30mph in a 25 mph zone, and his house was bombed. As well as this death threats were sent to the childrens houses and they were spat at as they walked down the street. White resistance included the establishment of the Southern Manifesto, which was drafted by Senator Sam Ervin and promised to fight the Brown verdict by legal means. Showing that there was still huge resistance to change, and integration. So making it difficult for progress to continue. As well as this the establishment of the White Citizens Council, which was used as opposition in the Montgomery bus boycott. It was formed to protest the federal government acting dictatorially and seeking to impose its values and opinions on others. This acted as an excuse for Eisenhower, who had little intention of interfering anyway, again slowing down progress. On 3rd of September 1957 9 black children, who had sat and passed an entrance exam, attempted to enter Central High School. However they were met by a hostile crowd of white adults who blocked their way, while shouting abuse such as Nigers go back to the jungle. This was the first significant step towards putting the Brown decision into practice and so attracted a lot of criticism. It signified that the ruling met tremendous grass-roots resistance when put into practice. And so although blacks tried to push segregation, it was clear that it would take a long time for the whites to accept it. On top of this neither local nor national authorities were keen to enforce Brown, which was shown by Governor Faubus. He decided to exploit white racism in this situation, in order to ensure re-election. In this way he stirred up the crowd and ordered the Arkansas National Guard to bar the school, sending a strong message of hatred to the black students. The images of harassment and violence towards the children by aggressive white adults, again, like in the case of Emmett Till acted as propaganda. This was a victory for the NAACP as it created a wide spread moderate opinion. However Faubus who closed all the schools in Little Rock in1959, preventing black or white from attending, in order to prevent integration, again showing that more than a court decision was needed in order to establish desegregation, again slowed progress down. As a result of the crowds and harassment of the children at Little Rock Eisenhower was forced to act. He had attempted to negotiate a settlement with Faubus, however the children were still not allowed to enter the school and the white violence in the streets became more aggressive, so Eisenhower sent in 10,000 troopers of the Arkansas National Guard. This was significant, as he had said that he could never envisage sending in federal troops to enforce federal court rulings. This was the only time in the 1950s that Eisenhower used his federal authority to intervene in the Brown decision. In this way the children were permitted to enter the school, signifying how the process could have been sped up, if he had acted sooner. However his actions were due to an, inescapable responsibility for enforcing the law, rather than a belief in integration. Again showing his lack of leadership and commitment to the cause, meaning that it was hard to put the brown decision into practice. In 1957 a Civil rights bill to ensure the black vote was proposed, however again this met criticism. Democratic senators worked to weaken the bill, as they thought it would damage national and party unity. Again Eisenhower showed little leadership, claiming that he did not really know what was in the bill and so did not fight to keep it intact. Along with the filibustering by Storm Thurmond, it resulted in a much weakened bill, not allowing blacks to exercise the right to vote as those who were prosecuted with obstruction would be tried in an all white jury and let off. This shows that from 1954-57 little progress was made, as although ideas are initially passed when put into practice it takes along time for them to be accepted, and so slow progress is made. To conclude from the evidence above it is clear that the building blocks of a strong civil rights campaign were begun between 1954-57, with the shocking legal decision of Brown Vs Topeka. However it is shown that although a decision was made in court, it does not mean that putting it into practice will be quick or easy. It shows that the more united the black community was and the harder that they pushed for change, the more stubborn the whites became, so making the changes impossible to implement without a fight. This case was not helped by the lack of leadership from Eisenhower, as his silence was interpreted as a lack of support for the cause, so discouraging other whites to back it. The lack of progress is shown by the fact that by 1964, a whole 10 years after the Brown decision, only 2/3 of the USAs black high school students attended de-segregated high schools. Therefore it is clear that between 1954-57 the achievement of civil rights progress was slow.

Thursday, November 14, 2019

Things Fall Apart :: essays research papers

Things Fall Apart Essay   Ã‚  Ã‚  Ã‚  Ã‚  The book Things Fall Apart by Chinua Achebe definitely has a fitting title. It explains how two cultures with different ideas and beliefs can clash and be intolerant towards one another. Most of the theme is developed through the plot of the story and through a man and his struggle against fear and anger (the main character, Okonkwo). Throughout the book he tries to resolve the problems that develop all around him and within himself. As the story progresses, conflict overwhelms him and leads to his downfall and the downfall of the Ibo culture.   Ã‚  Ã‚  Ã‚  Ã‚  One part of the book that shows how the title is developed is when Okonkwo's character is introduced and explained to the reader. The author tells how he is shameful of his father and that he is belligerent and cold-hearted. Pointing out these flaws in Okonkwo's character seems to foreshadow his downfall. Since Okonkwo probably represents the 'intolerant culture';, that culture's downfall is also foreshadowed. Later more obvious instances occur. Okonkwo kills Ikemefuna, who is like a son to him. His decision of killing the boy is definitely unreasonable, and he only acts on what he was told was right. Just like the rest of the clan he follows these customs that seem immoral and unjust to other cultures. In another part of the story, Okonkwo is banished from his fatherland. This incident is the first where he is punished greatly for his actions. It marks a turning point in Okonkwo's downfall, and therefore the downfall of the traditional culture that he stands for. His hopes and aspirations are almost forgotten while he is away from Umuofia, and he desperately tries to regain his status when he returns. During this period of time, Okonkwo also discovers that his son has converted to his enemy's ways and beliefs. He abandons his son, and doesn't want to be his father any longer. This shows that his relationships with family and other people are beginning to 'fall apart';. The most obvious development of the theme and title takes place at the end of the book, when the final clash of cultures occurs.

Tuesday, November 12, 2019

Education has undergone a paradigm shift

Education has undergone a paradigm displacement in recent old ages with accent traveling towards larning instead than learning. Learning is no longer regarded as a unidirectional procedure of cognition transferral/distribution, but instead is considered a transformational procedure in which scholars get facts, theories and rules as conceptual tools for problem-solving and concluding within meaningful contexts. Distance acquisition ( DL ) has non been immune to this displacement and the technological developments of recent decennaries has hastened the rate of alteration. Distance acquisition is defined by the separation of scholar and instructor in infinite and/or clip ( Teaster and Blieszner, 1999 ) and Keegan ( 1995 ) considers that it consequences from the technological separation of scholar and instructor which removes the necessity of â€Å" going to a fixed topographic point†¦ at a fixed clip†¦ to run into a fixed individual†¦ in order to be trained or educated à ¢â‚¬  ( p.7 ) . Although distance acquisition might be thought of as a comparatively new term, it has existed in assorted signifiers for over a hundred old ages, get downing life through correspondence classs and go oning in this manner until being superseded by instructional telecasting and wireless in the mid twentieth century ( Imel, 1996 ) . While it is acknowledged that DL continues to take topographic point through diverse media, and that on-line bringing is merely one of these methods, the groundswell in synergistic engineerings in recent old ages has concomitantly fostered the development of new methodological analysiss which engender ( societal ) constructivist attacks, and it is the issues which surround these developments, and in peculiar some of the ways in which constructivist ideals can be realised in DL that will be the focal point of this assignment. One of the salient characteristics of DL is that it enables larning to be clip and topographic point independent, big scholars are able to set up larning around their mundane modus operandis without being constrained. In the age of IT a diverse scope of instruction ( and other ) engineerings exist to ease distance instruction where teacher and scholar are spatially separated and on-line media are used to cross the educational spread. As engineering has advanced, so the definition of DL has changed, videotaped talks were the standard signifier of bringing in university/professional DL classs in the 1980s and 1990s ( Moore and Lockee, 1998 ) and this theoretical account of spacial and temporal separation continued until the Internet, electronic mail and compressed picture moved DL into new waies and allowed it to happen in real-time. Ongoing technological developments: confab suites, wikis, treatment boards, weblogs and videoconferencing have continued to cut down the distance in DL as societal media engineerings have enabled an addition in engagement through coaction. The usage of Web 2.0 tools has accelerated the acceptance of two-way, synchronal, collaborative e-learning experiences that are get downing to replace the top-down, unidirectional instructional theoretical account. These alterations have led many observers to propose that DL requires a new, qualitatively different teaching method built upon this emerging relationship between te achers and scholars. Pedagogical considerations must recognize that the practical schoolroom possesses a typical social-interaction context and that, although engineerings may be considered transformative, they can non, of themselves, transform the acquisition experience and pedagogues must understand that â€Å" distance instruction is truly about making a different sort of construction for acquisition and instruction, non the usage of engineering † ( Kearsley 1998, no page no. ) . Petraglia ( 1998 ) has suggested that educational engineers may hold misunderstood the challenges which are posed within the DL scene by â€Å" the effort to do learning stuffs and environments correspond to the existent universe prior to the scholar ‘s interaction with them † ( p.53 ) . These efforts at pre-authentication hazard sabotaging the epistemic dimension of constructivism since the pedagogue pre-determines what reliable acquisition is, and this may be in struggle with the scholar ‘s ain perceptual experience of what is reliable for them. This effort at contextualising larning bounds constructivism ‘s application since â€Å" we need to convert scholars of a jobs genuineness instead than advance environments that deliver pre- authenticated jobs † ( Ibid. , p.13 ) . Knowles, Holton and Swanson ( 1998, p.23 ) have criticised ‘chain-like ‘ sequencing of larning events as being elemental instead than holistic, and yet some online acquisition theoretical accounts still use ‘chain-like ‘ sequencing which fail to integrate constructivist elements or take advantage of grownup larning theories to heighten the acquisition environment. Since DL operates in a different environment from the traditional schoolroom, distance pedagogues must utilize typical perceptual experiences and techniques to guarantee success, and some educationists ( Moller, 1998 ; Petraglia, 1998 ; Jonassen, Davidson, Collins, Campbell and Haag, 1995 ) have proposed that constructivism is most relevant to this context. Furthermore, grownup scholars have peculiar demands and demands compared with striplings and kids, hence, distance pedagogues must cognize how adults might larn best because of their peculiar demands. Therefore, this assignment will try to analyze the impact that constructivism has in the distance acquisition environment when focussed upon grownup scholars, and the ways in which new engineerings are back uping the development of constructivist and societal constructivism ideals within this environment. From behaviorism to constructivism Conventional instruction has normally relied upon an objectivist epistemology, this position presumes that cognition can be transferred from coach to student via direction and pattern, and that ‘true world ‘ can be discovered by the amassing of facts ( Kelly, 1970 ) . Teaching underpinned by this doctrine discourages diverse apprehensions and positions, disregards the different contexts/experiences of the person, and considers pupils to be the inactive receiving systems of cognition. Although the didactic, information-giving technique may be appropriate for some acquisition manners and in some contexts, its continuance as a dominant teaching method has stifled acknowledgment of diverse acquisition penchants. In this context accent is placed on teacher-control and student-compliance, in contrast, an recognition that adult scholars bring their ain peculiar larning features to any learning state of affairs leads effectual pedagogues to recognize these features when planning and presenting acquisition. DL has a different scene from the traditional schoolroom ensuing non merely from the spacial separation of instructor and scholar, but besides from the differences in instructional design ( Moore, 1991 ) . Since DL can non ease face-to-face interaction in the same manner that the conventional schoolroom does, and as Moore ( Ibid. ) has noted, group or single interaction is influenced by the educational doctrine in usage, assorted research workers ( McHenry and Bozik, 1995 ; McDonald and Gibson, 1998 ; Comeaux, 1995 ) have focussed upon the survey of interaction in DL. Constructivists ( e.g. , Dewey, 1916 ; Bruner, 1966 ; and Vygotsky, 1978 ) see cognition as socially constructed through scholar ‘s interaction with others. However, Knowle ‘s ( 1970 ) grownup larning theory ( andragogy ) might be viewed as conflicting with the ideals of collaborative larning due to its focal point on learner-centred direction and single acquisition aims and penchants. Collaborative teamwork is likely to be regarded every bit antithetical to these ideals unless the grownup scholar can see positive benefits from engagement. The theories relevant to this country will now be considered. Constructivist and Adult Learning Theory reviewed. Constructivism In recent old ages educational discourse has challenged the objectivist position, with an increasing apprehension that there are many ways of understanding world. Whilst constructivist authors have described assorted signifiers of constructivism, all recognise the active function which the scholar plays in construing the universe ( Larochelle and Bednarz, 1998 ) . Constructivism contests objectivism ‘s position that cognition reflects ontological world ( Ibid. ) , and alternatively proposes that our buildings and universe positions are non stable, but instead are in a province of flux as we build upon old experiences. These alterations signify acquisition, and back up the apprehension that we are ne'er inert, but alternatively are ever larning and interacting ( Kelly, 1970 ) . The Hagiographas of Dewey ( 1916 ) , Vygotsky ( 1965 ) , Bruner ( 1966 ) and Piaget ( 1926 ) have all proposed that pupils learn actively and organize new apprehensions based upon anterior cognition, and these positions view the function of the teacher altering from â€Å" a sage to a usher † ( Mason, 1998, p.4 ) . Dewey ( 1916 ) believed that larning state of affairss represent the experience ( s ) of the environment which affect the scholar, and that interaction occurs between the scholar and the environment. Therefore cognition is predicated upon active experience. Both Dewy and Piaget considered that pedagogues have a function to play both in determining the pupil ‘s experience from the environment, and understanding which milieus are likely to breed experiences that will take to growing. Dewey ( 1916 ) believed that instruction ‘s chief map was to develop the logical thinking procedure, and that jobs to be studied should be drawn from the scholar ‘s ain involvements. He viewed it as indispensable, hence, that â€Å" there be a uninterrupted activity in which he is interested for its ain interest † ( P.163 ) and that â€Å" †¦ a echt job develop within this state of affairs as a stimulation to thought † ( Ibid. ) . In this manner, constructivist methods underscore the development of the scholar ‘s ability to work out real-life jobs, and in making so ‘free-discovery ‘ and ‘problem-solving ‘ come together. As a consequence, cognition is dynamic and constructed upon the find proce dure ( Dewey, 1916 ) , and the teacher is viewed as a usher alternatively of as a manager of larning since acquisition allows for originative interaction instead than being purely outcome-based. Vygotsky ( 1965 ) moved beyond concentrating upon the person, interpreting and building significances of world, alternatively seeing single acquisition as grounded in the socio-cultural context, and symbolically mediated through language/dialogue. For Vygotsky, the scholar ‘s societal interactions, including those with instructors and other scholars, are critically of import to cognitive development, ensuing in Vygotskian theory frequently being referred to as societal constructivism. Vygotsky ‘s Zone of Proximal Development ( ZPD ) describes how engagement with another ( instructor or equal ) enables scholars to polish their thought or public presentation and do it more effectual ; this thought was taken farther by Bruner ( 1966 ) in developing the construct of scaffolding. Bruner ( Ibid. ) views instruction as a procedure of personal find, with cognitive growing happening as pupils progress through three larning phases: enactive, iconic and symbolic. In order to bring f orth apprehension, pupils must travel through the phases in turn, bring forthing new constructs and thoughts in a procedure of find acquisition, or, with the aid of another, through guided find. Knowles et Al. ( 1998 ) contend that this find should take topographic point in real-life state of affairss in order to be genuinely effectual and argue that much grownup acquisition is informal. Knowles is best known for his proposal of a theory of grownup larning which will now be reviewed. Adult larning theory Andragogy as an political orientation of constructs, thoughts and attacks for grownup instruction and acquisition was introduced by Malcolm Knowles in 1968 in acknowledgment of the different demands and motives of grownups compared with younger scholars. Conventional pedagogical theoretical accounts do non take history of these differences and so may bring forth tenseness, opposition and feelings of bitterness ( Knowles et al. , 1998 ) Six rules of grownup acquisition have been outlined: Need to cognize – grownups want to cognize why something should be learned, â€Å" what acquisition will happen, and why acquisition is of import † ( Ibid. , p.133 ) . The objectivist theoretical account assumes that pupils will larn what they are told to larn. However, grownups are used to commanding and understanding what they do, hence they want to cognize why something should be learnt and what benefit ( s ) larning will convey. Self concept – â€Å" Adults resent and resist and resist state of affairss in which they feel others are enforcing their volitions on them † ( Ibid, p.65 ) . Whilst they feel the demand for liberty, old educational experiences may hold made them dependent. It is the grownup pedagogue ‘s function to promote pupils to go self-directing, taking duty for their acquisition. Role of experience – Adult scholars are more heterogenous than immature pupils, their anterior experiences impact on acquisition, and they want to do usage of bing foundations of cognition, using them to new learning experiences. Readiness to larn – Adults are merely prepared to larn if/when their life state of affairs creates a demand to larn ( Knowles, 1970 ) . Orientation to larning – Adults favour problem-solving orientations, larning best when real-life contexts are used to show cognition. Motivation to larn – Internal precedences are more of import than external incentives, grownups are motivated to larn when the cognition can be utilised to work out jobs in their lives. Brookfield ( 1995 ) besides considered attacks to andragogy, holding with Knowles that grownups need to be autonomous and take control of their acquisition, and that this acquisition should be grounded in experiences. Additionally, Brookfield identified as of import critical refection – focusing on how adults thinks contextually and critically, and larning to larn. Brookfield ( Ibid. ) describes the instruction of grownups to larn how to larn as an â€Å" overarching intent for those pedagogues who work with grownups † ( no page no. ) Distance acquisition and ( societal ) constructivism Behaviourist educational schemes, trusting on the development of instructional sequences with results that are predetermined, have formed the footing of capable development for a figure of old ages. Constructivists are critical of this theoretical account because of its delegating of the function of the pupil to one of inactive receiver, and it reliance upon ‘drill and pattern ‘ larning activities with small attending paid to mental schemes or the significances behind them. This attack does non do allowances for negotiated shared significances, and fails to recognize the value of larning from errors made ( Williams and Burden, 1997 ) . Constructivism, in contrast to behaviorism, focuses on pupil ‘s innate efforts to do sense of the universe as the footing for the acquisition procedure, and recognises that persons use their anterior experiences in this procedure. The burden on the pedagogue displacements, hence, from being the ‘mechanic ‘ of cognition transportation, to going the ‘midwife ‘ in understanding ‘s birth ( von Glaserfield, 1996 ) with duty for making rich acquisition environments which provide the chance for meaningful experiences. In sing the function of constructivist theory in distance acquisition, Jonassen et Al. ( 1995 ) suggest four rules for constructivist environments that â€Å" engage scholars in cognition building through collaborative activities that embed larning in a meaningful context and through contemplation on what has been learned through conversation with others † ( p.5 ) . The rules propose that on-line distance larning environments should b e built with a focal point upon: Context, including a real-world component to avoid ‘chain-like ‘ sequencing ; Construction, leting active cognition building through articulation and contemplation ; Collaboration, happening amongst scholars to back up the development and rating of beliefs and hypotheses, and Conversation, for the dialogue of solutions to jobs. The acknowledgment of the importance of coaction and conversation amongst scholars as cardinal elements in the acquisition procedure is rooted in constructivism ‘s outgrowth: societal constructivism, which emphasises larning ‘s societal and collaborative nature ( Vygotsky, 1978 ) . McLoughlin and Oliver ( 1998 ) see that the constructivist position fails to to the full recognize that societal procedures, for illustration coaction, peer interaction and linguistic communication usage, have an of import impact on larning. Social constructivist believing positions cognition as constructed when scholars engage in conversation or activities about common undertakings or jobs. Meaning is constructed through a dialogic procedure and acquisition occurs as pupils are enculturated by better skilled equals ( Driver, Asoko, Leach, Mortimer and Scott, 1994 ) . Through this procedure, cultural tools are acquired via engagement in cultural activities. Wells ( 1999 ) considers that Vygotsk ian theory supports this thought of a teacher-led collaborative community in which â€Å" all participants learn with, and from, each other as they engage together in dialogic question † ( p. twelve ) . Therefore, it is possible to see larning non as the teacher-directed lone activity of making specific responses to precise cues as behaviorism suggests, nor as an independent manner of researching the universe and doing sense of the experience as Piaget proposes. Rather societal constructivism positions larning as a socially synergistic procedure in which persons make significances through interactions with others. Mediation, hence, can be seen as an indispensable component in the societal constructivist larning procedure. A go-between is another who is more knowing or experienced than the scholar ( i.e. instructor, parent or equal ) who assists the scholar in doing sense of their experiences in order to manner new apprehensions. By adding the factor of mediation to the construct of constructivism, Jonassen et Al. ( 1995 ) and Williams and Burden ( 1997 ) have proposed that four factors influence acquisition, these are: instructors, scholars, undertakings and contexts, and Williams a nd Burden ( Ibid. ) consider that â€Å" they all interact as portion of a dynamic, on-going procedure † ( P. 43 ) . In this manner, societal constructivism regards the instructor as usher or facilitator working with scholars in a collaborative group working within real-world contexts to make significance from problem-based undertakings. Constructing communities and contracting the distance The challenge for the distance pedagogue is to unite these factors into a successful acquisition environment and diverse issues of constructivism and andragogy demand to be considered. Palloff and Pratt, ( 2007 ) suggest that making successful distance instruction utilizing on-line methods will affect reassigning our best patterns from the schoolroom into a new sphere, â€Å" in this new sphere, nevertheless, the patterns may non look precisely the same † ( p.6 ) . The on-line medium obliges DL pedagogues to believe otherwise in order to use its learning-enhancing functionality and pedagogic/andragogic potencies. It poses the challenge, and presents the chance, of making a sense of community which can breed societal constructivist acquisition. Within instruction, sense of community includes larning community and societal community ( Rovai, Wighting and Lucking, 2004 ) , and community-building has been identified as a factor in cut downing or forestalling the feelings of disaffection and isolation which may lend to student abrasion in DL ( Rovai, 2002 ) . Learning community comprises of how members perceive group rank with respect to shared norms/values and to the ability to run into educational aims/expectations ( Rovai et al. , 2004 ) . Social community is representative of the feelings of community members towards their connection, coherence, safety, mutuality, common trust, and sense of belonging ( Ibid. ) . The DL pedagogue Fosters this sense of community through the creative activity of a safe environment wherein pupils do non experience threatened when showing thoughts, by advancing socialization, exposing regard for diverse backgrounds, supplying feedback which directs and keeps communicating fluxing, reacting to pu pils ‘ educational demands, and keeping an obvious online interceding presence. Brown ( 2001 ) links the grade of community experienced by scholars with the degree of battle and duologue within the category and this is a position shared by Moore ( 1993 ) who considered the dealing of distance acquisition. Transactional distance theory defines the distance in DL as more than merely the spacial disjunction of instructors and scholars, but instead as a distance of perceptual experiences and apprehensions which is partly caused by geographic separation ; this separation must be reduced if effectual acquisition is to happen. Transactional theory evolved from work by Dewey and Bentley ( 1949 ) , and â€Å" connotes the interplay among the environment, the persons and the form of behaviors in a state of affairs † ( Boyd and Apps ( 1980 ) , cited in Barbadillo, 1998, no page ordinal number ) . The DL dealing takes topographic point between scholars and instructors within an environment with the typical feature of spacial separation and the attendant array of part icular acquisition and instruction behaviors. Transactional distance is engendered by the physical separation which creates a communicational spread, or psychological infinite – an country of possible mistake between the inputs of the instructor and scholar ( Moore, 1993 ) . Moore ( 2007 ) considers that transactional distance is comparative, non absolute, and that larning programmes are non ‘distance ‘ or ‘not distance ‘ but instead they have â€Å" more distance or less distance † ( p.91 ) . Transactional development is influenced by three factors: duologue, construction and liberty ( Moore, 1993 ) . The nature and extent of duologue may be affected by diverse factors ( class design, teacher/learner personalities, capable affair, environment etc. ) , but the medium of communicating is besides an of import factor. Programs with small or no dialogic interplay have a greater transactional distance than those which foster dynamic duologue. The usage of synergistic, electronic media supports this dynamism and so help the shortening of transactional distance. Structure is evaluated by Moore ( Ibid. ) from the position of the class ‘s flexibleness or rigidness in footings of the constitution of learning techniques, educational ends, appraisal processs and the grade to which single demands are met. Finally Moore ( Ibid. ) views liberty as the extent of scholar control exercised over acquisition processs – the sum of pick the pupil has over issues of larning ends, rate of advancement, mode of instruction and assessment methods. Moore ‘s theory has obvious analogues with constructivist, societal constructivist and grownup acquisition theories, and it is evident that as andragogical and constructivist elements are introduced, transactional distance will diminish. Transactional distance and duologue are reciprocally relative, therefore a lessening in duologue will ensue in an addition in transactional distance, whilst an addition in dialogue reduces distance. Although Moore ( 1993 ) focussed upon the dialogic interplay between instructor and scholar, using constructivist attacks in combination with societal package Fosters dialogue amongst equals every bit good as between scholar and instructor in the spirit of Williams and Burden ‘s ( 1997 ) socially-constructed, dynamic procedure. Dialogue is besides relative to class construction, an addition in construction lessenings duologue and accordingly increases transactional distance ( Moore, 1993 ) ; Moore speculated that grownup scholars of course exh ibit independent behavior and this liberty relies upon decreased degrees of transactional distance e.g. low degrees of construction and high degrees of duologue. Constructivist ideals can further the decrease of transactional distance and so increase liberty in the spirit of Knowle ‘s self-conception. Interaction plays an of import portion in this procedure, and the ways in which engineering can help this must be considered. Interaction There are basically two types of interaction in a learning state of affairs. One consists of the scholar interacting separately with content, while the other involves societal activity – the scholar ‘s interactions with others ( equals or instructor ) about the content. A DL environment that is to supply affectional and effectual acquisition whilst making a sense of community and contracting the transactional distance must breed both sorts of interaction. In the yesteryear, societal interaction about content chiefly took topographic point between the pedagogue and scholar, but emergent engineerings have made it progressively executable for scholars to interact with each other and this interaction gives learners the chance to reflect, reconsider and cooperate in reliable problem-solving ( Lave and Wenger, 1991 ; Berge, 1995 ) . Social interactions which would usually happen in the conventional schoolroom ( e.g. sharing, treatment, group activities, equal reviewing, etc. ) must alternatively take topographic point via tools and engineerings in distance acquisition environments. However, some of these tools/technologies have restrictions which may impact the kinds of interactions that are possible or likely to go on. Online engineerings provide affordances that can be utilised for larning through substructures which allow connexions to objects and people that are in other environments ( Ryder and Wilson, 1996 ; Harasim, Hiltz, Teles and Turnoff, 1995 ) . Although these engineerings can further good interactions, they may besides impede them since pupils can non interact efficaciously unless they are easy able to use the media that they have been tasked with utilizing ( Kruper, 2002 ; Salmon, 2001 ) . Web 2.0 engineerings, which encompass a diverse scope of constituents that can be used to heighten the constructivist larning procedure, may offer a solution to this job. These tools are characterised by their celerity of deployment/ease of usage, enabling powerful information sharing and breeding constructive coaction ( Boulos, Maramba and Wheeler, 2006 ) . The minimum accomplishments needed to entree the characteristics of these engineerings allow scholars to concentrate upon information exchange and collaborative undertakings without the distraction of an environment which is technologically complex ( Kirkpatrick, 2006 ) . These tools – wikis, web logs, RSS provenders and podcasts etc. have been jointly called ‘social package ‘ and encapsulate a scope of coaction and information-sharing characteristics which may move as cognitive contemplation tools, helping building of significance as scholars develop content. The collaborative nature of societal package allows for the edifice of cognition both with and for others, concentrating upon the community instead than the single scholar. Collaborative acquisition may be synergised by happening in a community of pattern context – with scholars engaged in corporate acquisition within a shared sphere ( Lave & A ; Wenger, 1991 ) . Social package tools can move as cognition platforms for such a community, enabling information-sharing, treatment and coaction therefore helping the development of a constructivist environment. However, Marjanonic ( 1999 ) has criticised synchronal collaborative tools for enabling â€Å" communicating†¦ instead than computer-mediated coaction † ( p.131 ) . Hesse, Garsofsky and Hron ( 1997, cited in Pfister and Muhlpfordt, 2002, p.1 ) delineate the possible restrictions of utilizing synchronal text-based tools for collaborative discourse: deficiency of societal consciousness, deficient group coordination a nd lacking coherency of parts ; Pfister and Muhlpfordt ( 2002 ) besides stress the troubles that there may be in breeding consistent communicating, and equalizing parts within synchronal discourse. However, even in the schoolroom environment collaborative acquisition is non without its jobs, there may be, for case, pupils who dominate, inactive pupils, pupils who are loath to show their thoughts ( peculiarly if these contradict the instructor ‘s ) , or pupils making no work at the disbursal of others. The on-line environment may really assist to extenuate some of these jobs and lead pupils to comprehend online group treatments as more democratic and just than the traditional schoolroom ‘s opposite number ( Swan, 2001 ) . Some ( e.g. Jonassen and Kwon, 2001 ; Lai, 1997 ) assert that topics affecting treatment, brainstorming or contemplation are peculiarly suited to the online environment, and brooding acquisition – attacks that enable scholars to reflect on their acquisition and their acquisition processes – may be particularly effectual in this context. An of import component of brooding acquisition is that of reflecting upon cognition in order to do i t explicit. Social package, for illustration wikis, enables this contemplation to take topographic point collaboratively, conveying larning closer to the societal constructivist ideal. Employing tools which foster contemplation and self-assessment is a type of meta-cognitive staging that assists pupils in associating larning procedures to aims, and motivates them to presume duty for their ain acquisition. The usage of scaffolding as an foil of pupil acquisition was proposed by Bruner ( 1966 ) edifice upon the work of Vygotsky ( 1965 ) and in its original signifier viewed the instructor as the most likely scaffolder, making support systems for the pupil. However, in a technologically supported, constructivist environment where the pedagogue ‘s function as guide/facilitator is emphasised, equals, support tools or computing machine coachs are merely every bit likely to supply scaffolding. Beed, Hawkins and Roller ( 1991 ) see that scaffolding must take topographic point within a collaborative context, runing across the scholar ‘s ZPD, and be withdrawn as the scholar develops competence. From this it is clear that scaffolding within a DL environment may be an inherently societal procedure within which supportive interaction occurs in a collaborative context. Decision Much has changed in distance acquisition since its birth, rooted in correspondence classs, in the 1800s. Early classs were extremely structured, with minimum duologue between instructor and taught, and accordingly the distance between them – Moore ‘s psychological and communications gap – was great. Subsequent developments in communications engineering narrowed this distance, but the objectivist doctrine underpinning the exchange remained basically the same. Whilst it has been recognised for a figure of old ages that constructivist attacks may better the quality of instruction and acquisition in our schoolrooms, it has merely been in recent times, with the widespread usage of broadband and the development of tools which take advantage of its capablenesss, that constructivist ideals have been to the full capable of integrating into DL programmes. The new capablenesss afforded by societal package engineerings and the on-going development of online synchronal communi cations enable advanced staging and breed societal acquisition. However, distance pedagogues should non be tempted to utilize the advantages that engineering offers to try to animate the traditional schoolroom virtually, or to make state of affairss which pre-determine acquisition. This risks restricting the application of constructivism, and fails to admit that distance larning occurs in a typical socio-interactive context which requires a alone attack to learning and acquisition. Recent decennaries have seen important alterations in the bringing of DL as a consequence of new apprehensions about how grownups learn, and prefer to larn, every bit good as the rise of engineerings which enable the distance pedagogue to be ‘present ‘ even though temporally or spatially separate. The application of constructivist and andragogical theories combined with emergent engineerings have enabled the creative activity of practical schoolrooms within which collaborative communities can develop together, with the pedagogue presuming the function of facilitator in the group ‘s co-construction of cognition and significance. This interactive combination of theory and engineering has allowed distance larning to offer the grownup learner the ability to larn without clip or topographic point restraints whilst besides supplying the benefits – sense of belonging and collaborative endeavor – which the conventional schoolroom may offer. As a consequence, p upils no longer hold to ‘trade-off ‘ the advantages of synergistic acquisition against the convenience of distance survey, but instead can bask the benefits of both.

Sunday, November 10, 2019

Earthquakes result

Earthquakes result from disturbance in the outer layer of the Earth. This causes the vibration of the Earth’s surface. Another reason for the occurrence of earthquakes is the sudden release of energy that had been dormant in the core of the Earth. This energy creates strain in the rocks, subsequently; it is transferred in the form of waves to the Earth’s surface (Bolt, 2005 ). The force or magnitude and the period of time that had elapsed determine the destructive effect of an earthquake. The seismic waves and their intensity determine the destructive power of an earthquake.Structural damages caused by an earthquake depend on the design of the structure and the materials used in its construction. Earthquakes differ in magnitude. They may be small or unnoticeable or they may be so large that their intensity can be detected from distant places. The aftermath of an earthquake may cause the distortion of the ground or damage to buildings. Some earthquakes occur under the se a and cause tsunamis. Whatever the form of the earthquake, many of them endanger the lives of humans through their destructive force (Bolt, 2005 ).The surface of the Earth consists of lithospheric plates. These plates are always in motion and this causes compressional stresses at their edges. The sudden release of such stress can be attributed to earthquakes. Most earthquakes are caused due to the moving of these lithospheric plates. During the course of their movement, these plates collide with each other and enormous tensional stress is released through the faults present in the earth’s crust. The vibrations of the earthquake spread throughout the earth in the form of waves.Shallow earthquakes occur due to volcanic eruptions, the falling of huge rocks, landslides and bomb explosions. Such earthquakes are limited to the area surrounding the place of such occurrences (Earthquake, 2004). The impact of an earthquake spreads through a large area surrounding the epicenter of the earthquake. The surface of earth cracks due to the transmission of faults to the surface from within the earth. This results in horizontal and vertical deformation of the surface for over several meters. There is no such transfer of faults to earth’s surface during major earthquakes.Shallow earthquakes can be felt through the cyclical movements of the earth’s surface, which is termed as fault creep. The characteristics of the ground determine the magnitude of an earthquake’s vibrations and its destructive power. For instance, river beds, or nonintegrated ground surface could carry the effect of an earthquake to large area. Whereas, areas made up of bedrock transmit an earthquake that is significantly weaker. Loss of human lives would be more in places where buildings are not constructed to withstand immense shocks and vibrations.In those areas L waves of an earthquake could cause the pipe lines that supply gas to burst thereby causing destructive fires (Earthqua ke, 2004). Injuries and deaths could result from the collapse of buildings and sharp objects transported by the wind. Structural characteristics could also result in damages. For instance, flexible structures constructed on bedrock suffer less damage where as rigid structures built on loose soil suffer greater damage. In hilly regions, earthquakes cause landslides and mudslides, which could submerge the inhabitants.Earthquakes that occur under the seas could cause tsunamis, which give rise to destructive waves of water from the epicenter of the earthquake and flood the cities on the coast (Earthquake, 2004) The sudden movement of rocks along a fault causes vibrations and the transmission of energy through the Earth. Such waves are termed as body waves and their propagation is subterranean. These waves are classified as P waves or primary waves and S waves or secondary waves. The latter tend to displace the ground forwards and backwards and are consequently known as shearing waves (B olt, 2006).The world experienced a number of earthquakes in the year 1990. The Iranian earthquake in the month of June of that year claimed nearly fifty thousand human lives and its intensity was measured at 7. 7 on the Richter scale. Earthquakes are caused by plate tectonics and most of the earthquakes occur in regions that are in close proximity to the margins of the Earth’s plates. Fault activity is the main reason for earthquakes in these regions. Iran is located on the boundary between the Arabian and the Asian plates.Areas where there was no fault activity also suffered from earthquakes such as Missouri in the US where an earthquake occurred on the 26th of September 1990, Welsh borders and Sheffield in the UK sustained an earthquake on the 2nd of April and the 8th of February 1990 (Seismology: Earthquake Prediction, 2005). Stanford University developed measures to predict the occurrence of earthquakes by detecting the fluctuations in very low frequency radio waves that were transmitted through rocks a few hours before the occurrence of an earthquake.This phenomenon is a result of electrical currents produced by pressure in the rocks and is also attributed to the opening of microscopic cracks in the rocks. Japanese scientists discovered that electromagnetic radiation was emitted before an earthquake. (Seismology: Earthquake Prediction, 2005). A number of earthquakes occur in the seas, which do not cause damage, but major earthquakes occurring in densely populated areas could result in immense destruction to property and life.In order to limit the dangers of an earthquake, it is necessary to develop a system of earthquake prediction. At present the seismic gap theory has met with some success in locating earthquake prone regions. Most earthquakes occur in the region of the San Andreas Fault in California since the North American plate and Pacific plate move past each other. The North Pole is being shifted towards Japan at a slow pace of six centimet ers in every hundred years by earthquakes. This drift of pole is as result of major earthquakes that occur along shore the Pacific Rim (Earthquake, 2005).Despite the fact that earthquakes cannot be prevented the severity of the destruction caused by them can be mitigated appreciably by adopting suitable communication strategies, appropriate structural design of buildings, implementing a well planned course of action during an earthquake, appropriately educating the public and ensuring that safer building standards are in place. Several countries have instituted earthquake safety and regulatory agencies in response to the severe damage caused to life and property by earthquakes.In respect of Tsunamis, a proper early warning system can significantly reduce the damage caused, due to the fact that tsunami waves are propagated at low speeds. These waves are slower than seismic P and S waves and travel at a tenth of the speed of seismic waves in the rocks below. Thus, seismologists have a mple time at their disposal to warn the areas that could be affected by the killer waves (Bolt, 2006). The occurrence of intraplate earthquakes is much less in comparison to plate boundary earthquakes. They occur due to the internal fracturing of rock masses.Examples of such earthquakes were 1811 New Madrid earthquake and the 1812 Missouri earthquake, which were very severe. From the reports of the damage recorded, scientists have opined that their intensity should have been of the order of 8. 0 on the Richter scale (Bolt, 2006). Around eighty percent of the energy released by earthquakes can be attributed to the earthquakes that take place in the area surrounding the Pacific Ocean. More than a thousand tremors of intensity in excess of 3. 5 in magnitude occur in Japan annually.Another region that is notorious for earthquakes is the western coast of North and South America (Pendick). One of the techniques employed by seismologists in order to measure earthquakes is the Richter magni tude scale, which was developed by Charles Richter. The Richter magnitude is determined on the basis of the maximum vibration strength and the distance from earthquake’s epicenter. This scale is logarithmic and accordingly, a 6 magnitude earthquake is ten times stronger than a 5 magnitude earthquake. However, the Richter magnitude is inaccurate if the earthquake being measured is more than 310 miles from the seismograph.Accordingly, seismologists developed other earthquake magnitude scales; however these scales cannot be applied to all type of earthquakes due to the resulting inaccuracies (Pendick). As the distance increases the seismic waves exhibit a loss of strength. In general, the greatest effect of an earthquake will be at its epicenter. Some earthquakes are so powerful that the ground shaking can be greater than the acceleration due to gravity and this could result in rocks and boulders being propelled into the air with great force. This actually transpired in 1897 whe n a major earthquake occurred in Assam, India (Pendick).In the USA, earthquakes are a major cause of loss to property and endanger about seventy – five million US citizens. The loss caused by earthquakes can be significantly mitigated by efficient disaster planning, adoption of preventive measures like implementing better safeguards while constructing buildings and providing information about earthquakes that could occur immediately to the populace. The U. S. Geological Survey (USGS) is the team leader of the effort to warn people in a timely manner regarding earthquakes about to take place in the US (USGS Science Helps Build Safer Communities Earthquake Hazards—A National Threat ).Earthquakes claimed millions of human lives in the past five hundred years. In the year 1976, the infamous T’ang – Shan earthquake that hit China claimed nearly two hundred and forty thousand lives. Earthquakes also cause immense damage to property and structures. Precautionary measures to counter the effects of an earthquake such as education, planning in emergency, and flexible, structural designs could contain the severity of the damage caused by an earthquake . (Bolt, 2005 ). References 1. Bolt, B. (2005 ). â€Å"Earthquake. â€Å". Microsoft ® Encarta ® 2006 [DVD] . Redmond, WA: Microsoft Corporation.2. Earthquake. (2004). Retrieved June 21, 2007, from 2004: http://www. xreferplus. com/entry. jsp? xrefid=4270901&secid=. 1. – 3. Earthquake. (2004). Retrieved June 21, 2007, from http://www. xreferplus. com/entry. jsp? xrefid=4270901&secid=. 3 4. Earthquake. (2005). Retrieved June 21, 2007, from In The Hutchinson Unabridged Encyclopedia including Atlas: http://www. xreferplus. com/entry/6422915 5. Seismology: Earthquake Prediction. (2005). Retrieved June 21, 2007, from In The Hutchinson Unabridged Encyclopedia including Atlas: http://www. xreferplus. com/entry. jsp? xrefid=6481861&secid=. 1

Thursday, November 7, 2019

Euthanisa essays

Euthanisa essays Not many of us spend our days in agonizing pain lying in bed wishing we were dead. Not many of us ponder up ways to end our own lives while thinking of ourselves as just burdens on those around us. For those that do however, there is often that chance to call for help. Having someone knowingly and intentionally provide the means to help suicidal persons kill themselves in a dignified manner is called assisted suicide, also known as euthanasia (Merrian-Webber 56-59). But, does assisted suicide really insure a dignified death? Euthanasia has been accepted legally and ethically in various forms in many societies. Euthanasia (Greek meaning "easy death") is the act of inducing gentle death (Cassell 1) . In ancient Greece and Rome it was permissible in certain situations to help others die. Both Socrates and Plato sanctioned forms of euthanasia in certain cases. Voluntary euthanasia for the elderly was an approved custom in several ancient societies. Great Britain, in 1935 and the United States, in 1938 established organizations supporting the legalization of voluntary euthanasia(Rehnke 7). The United States Supreme Court ruled that individuals have the constitutional right to decide what they want to happen to their body in the event that they become terminally ill or comatose (Russell 1). As, always there are those who disagree with anti-euthanasia task forces, and they will stop at nothing to continually push for the right to have assistance in dignifying their own death (Offsie 3). Many fight for those with a terminal illness arguing that it is their only way out of the pain and agony, and many speak out for those sentenced with other life changing problems, arguing that life no longer has any quality. It is not right for people to stop others from pursuing their hopes and wishes when it comes to suicide, but it is not justifiable to provide m ...

Tuesday, November 5, 2019

Major General John Newton in the Civil War

Major General John Newton in the Civil War Early Life Career Born at Norfolk, VA on August 25, 1822, John Newton was the son of Congressman Thomas Newton, Jr., who represented the city for thirty-one years, and his second wife Margaret Jordan Pool Newton.   After attending schools in Norfolk and receiving additional instruction in mathematics from a tutor, Newton elected to pursue a military career and obtained an appointment to West Point in 1838. Arriving at the academy, his classmates included William Rosecrans, James Longstreet, John Pope, Abner Doubleday, and D.H. Hill.   Graduating second in the Class of 1842, Newton accepted a commission in the US Army Corps of Engineers. Remaining at West Point, he taught engineering for three years with a focus on military architecture and fortification design. In 1846, Newton was assigned to construct fortifications along the Atlantic coast and Great Lakes. This saw him make various stops in Boston (Fort Warren), New London (Fort Trumbull), Michigan (Fort Wayne), as well as several locations in western New York (Forts Porter, Niagara, and Ontario).  Newton remained in this role despite the start of the Mexican-American War that year.   Antebellum Years Continuing to oversee these types of projects, Newton married Anna Morgan Starr of New London on October 24, 1848. The coupled would ultimately have 11 children. Four years later, he received a promotion to first lieutenant. Named to a board tasked with assessing the defenses on the Gulf Coast in 1856, he was promoted to captain on July 1 of that year. Heading south, Newton conducted surveys for harbor improvements in Florida and made recommendations for improving the lighthouses near Pensacola. He also served as superintending engineer for Forts Pulaski (GA) and Jackson (LA).    In 1858, Newton was made the chief engineer of the Utah Expedition. This saw him travel west with Colonel Albert S. Johnstons command as it sought to deal with rebellious Mormon settlers. Returning east, Newton received orders to serve as superintending engineer at Forts Delaware and Mifflin on the Delaware River. He also was tasked with improving the fortifications at Sandy Hook, NJ. As sectional tensions rose following the election of President Abraham Lincoln in 1860, he, like fellow Virginians George H. Thomas and  Philip St. George Cooke, decided to remain loyal to the Union.    The Civil War Begins Made Chief Engineer of the Department of Pennsylvania, Newton first saw combat during the Union victory at Hokes Run (VA) on July 2, 1861. After briefly serving as  Chief Engineer of the Department of the Shenandoah, he arrived in Washington, DC in August and aided in constructing defenses around the city and across the Potomac in Alexandria. Promoted to brigadier general on September 23, Newton moved to the infantry and assumed command of a brigade in the growing Army of the Potomac.   The following spring, after service in Major General Irvin McDowells I Corps, his men were ordered to join the newly-formed VI Corps in May. Moving south, Newton took part in Major General George B. McClellans ongoing Peninsula Campaign. Serving in Brigadier General Henry Slocums division, the brigade saw increased action in late June as General Robert E. Lee opened the Seven Days Battles. During the course of the fighting, Newton performed well at the Battles of Gaines Mill and Glendale.   With the failure of Union efforts on the Peninsula, VI Corps returned north to Washington before taking part in the Maryland Campaign that September. Going into action on September 14 at the Battle of South Mountain, Newton distinguished himself by personally leading a bayonet attack against a Confederate position at Cramptons Gap. Three days later, he returned to combat at the Battle of Antietam. For his performance in the fighting, he received a brevet promotion to lieutenant colonel in the regular army. Later that fall, Newton was elevated to lead VI Corps Third Division.   Courting Controversy Newton was in this role when the army, with Major General Ambrose Burnside at the head, opened the Battle of Fredericksburg on December 13.   Positioned towards the southern end of the Union line, VI Corps was largely idle during the fighting. One of several generals who was unhappy with Burnsides leadership, Newton traveled to Washington with one of his brigade commanders, Brigadier General John Cochrane, to voice his concerns to Lincoln. While not calling for his commanders removal, Newton commented that there was a want of confidence in General Burnsides military capacity and that the troops of my division and of the whole army had become entirely dispirited. His actions helped lead to Burnsides dismissal in January 1863 and Major General Joseph Hookers installation as commander of the Army of the Potomac. Promoted to major general on March 30, Newton led his division during the Chancellorsville Campaign that May.         Remaining at Fredericksburg while Hooker and the rest of the army moved west, Major General John Sedgwicks VI Corps attacked on May 3 with Newtons men seeing extensive action. Wounded in the fighting near Salem Church, he quickly recovered and remained with his division as the Gettysburg Campaign commenced that June. Reaching the Battle of Gettysburg on July 2, Newton was ordered to assume command of I Corps whose commander, Major General John F. Reynolds, had been killed the previous day. Relieving Major General Abner Doubleday, Newton directed I Corps during the Union defense of Picketts Charge on July 3.   Retaining command of I Corps through the fall, he led it during the Bristoe and Mine Run Campaigns.  The spring of 1864 proved difficult for Newton as a reorganization of the Army of the Potomac led to I Corps being dissolved. Additionally, due to his role in Burnsides removal, Congress refused to confirm his promotion to major general. As a result, Newton reverted to brigadier general on April 18.         Ã‚  Ã‚   Ordered West Sent west, Newton assumed command of a division in IV Corps.   Serving in Thomas Army of the Cumberland, he took part in Major General William T. Shermans advance on Atlanta. Seeing combat throughout the campaign at places such as Resaca and Kennesaw Mountain, Newtons division distinguished itself at Peachtree Creek on July 20 when it blocked multiple Confederate assaults.   Recognized for his role in the fighting, Newton continued to perform well through the fall of Atlanta in early September. With the end of the campaign, Newton received command of the District of Key  West and Tortugas.   Establishing himself in this post, he was checked by Confederate forces at Natural Bridge in March 1865. Remaining in command for the rest of the war, Newton then held a series of administrative posts in Florida into 1866. Leaving the volunteer service in January 1866, he accepted a commission as a lieutenant colonel in the Corps of Engineers. Later Life Coming north in the spring of 1866, Newton spent the better part of the next two decades engaged in a variety of engineering and fortification projects in New York. On March 6, 1884, he was promoted to brigadier general and made Chief of Engineers, succeeding Brigadier General Horatio Wright.   In this post two years, he retired from the US Army on August 27, 1886. Remaining in New York, he served as Commissioner of Public Works of New  York City until 1888 before becoming President of the Panama Railroad Company.   Newton died in New York City on May 1, 1895 and was buried at West Point National Cemetery.

Sunday, November 3, 2019

Target Corporation Supply Chain Managment Research Paper

Target Corporation Supply Chain Managment - Research Paper Example This merchandise is transferred to the regional offices through rail or trucks. The regional offices are responsible for providing merchandise to more than 1700 stores of the company located in different states of US. The effective of Target supply chain is responsible to meet the customers demand, and the company has complete control of its merchandise immediate after the arrival of its shipment (Tirschwell, 2008). Product and Service Specification Product Specification Target being a highest discount retailer is spread in a wide range of products in the utility section. From house hold goods to dry items, from food items to cosmetics there is a big variety of products which Target offers (Target, 2012). Service Specifications Target Corporation being a merger with Associated Merchandising Corporation (AMC) has globalized its service network in discount retail section. In the retail section, Target is divided in three categories of services Target Greatland (shoes and clothing), Tar get stores (utility services) and Super Target (marts). With conventional product line and with advanced value adding methods, Target has retrieved maximum sales potential by such efficient service administration (Target Corporation , 2012). The company has spread in branches where each branch is working as a separate service unit for effective and substantial service management (Target Corporation , 2012). Order Processing and Management Target’s corporation has advanced order processing methods. CMMS (computerized maintenance management system) is applied in distribution and order processing sections. Maximo is the system which identifies orders on CMMS to send them to different vendors. This is how Target connects from one supply chain function (distribution center) to another (vendors) in a cost effective manner. Maximo carries general order information and order notifications to distribution centers to provide real time service to the customer (Target Corporation , 2012) . Value Delivery Options Target being the highest discount retailer is famous on discounts price offers. With valuable discount offerings, Target is able to win customer’s perception in quite extensive manner, as customers get both things quality and service in high discount rates from Target stores. All such open value delivery options for Target Corporation and make its products and services a top priority in the customer’s perception (Target Corporation , 2012). Procurement Procurement is the starting function of a supply chain process. The larger the company is like Target, the broad is its circle of procurement and vendors (Blanchard, 2010). With the application of EDI software on procurement, Target connects with other merchandisers in a cost effective manner. This is to control and management procurement function and to bring right vendors at the right time of reception. Associations like National Minority Supplier Development Council, National Veteran Owned Bus iness Association or US Hispanic Chamber of Commerce supports target to achieve its diversified supplier and procurement goals. This is how Target settles in vendors system of procurement (Target Corporation, 2012). Inventory Management Inventory management comes at the fifth position of