ABA - Applied Behavior Analysis

ABA - Applied Behavior Analysis ABA or Applied Behavior Analysis is a time tested and data-based strategy for teaching children with disabilities. It is most often used with children with autistic spectrum disorders but is an effective tool for children with behavioral disorders, multiple disabilities, and severe intellectual handicaps. It is the only treatment for Autistic Spectrum disorders approved by the FDA (Food and Drug Administration.) ABA is based on the work of B.F. Skinner, also known as the father of Behaviorism.   Behaviorism is a scientific means of understanding behavior.   Known as the three-term contingency, behavior is stimulus, response, and reinforcement.   It is also understood as Antecedent, Behavior, and Consequence, or ABC.   The ABCs of ABA The antecedent is what happens before the behavior, and may or may not have a causal relationship.  The behavior is what the subject does:   we try to operationalize the behavior, or find a way to objectively describe the behavior.   We would not say Jimmy was disrespectful, we would say Jimmy shouted at the teacher and called her an inappropriate racially charged term.  Finally, the consequence, or what happens after the behavior.   It is usually here that we look for the reinforcement: in other words, what Jimmy gets out of calling the teacher that bad name.   Is it attention from his peers?   Is it being sent to the office so he misses the spelling test?   Another scientist who significantly credited with developing ABA was Ivar Lovaas, a psychologist at the University of California Los Angeles.   His seminal work in applying behaviorism to children significantly disabled with autism led to what we now call ABA.   For many people, behaviorism seems overly mechanistic.   Human beings are value and meaning assigning creatures, and we would like to believe that there is some powerful underlying mystic about behaviorhence Freudianism.   Although it may seem simplistic, behaviorism may be the best way to strip away all our cultural prejudices and see behaviors as they are.   This is especially helpful with children with autism, who have difficulty with communication, appropriate social interaction, and language.   Moving to the three-term contingency helps us evaluate what we really see when we see a behavior.   So Jimmy tantrums?   What is the antecedent?   Does it cause it?   What does the behavior look like?   And finally, what happens when Jimmy tantrums?   ABA has proven to be an effective means to support appropriate social, functional and even academic behavior.   A special form of ABA, known as VBA or Verbal Behavioral Analysis, applies the tenets of ABA to language; hence Verbal Behavior. The BACB, or Behavior Analyst Certification Board, is the international organization that certifies professionals who design and create the therapies that are used, especially what are called Discrete Trials.   Discrete trials involve the stimulus, response, reinforcement three-term contingency mentioned above. The BACB also maintains a roster of local BCBAs who can provide services to children with autism. Also Known As: VBA, Lovaas

Different Types Of Sharks Essays - Carcharhinidae, Sharks

Different Types Of Sharks Essays - Carcharhinidae, Sharks Different Types Of Sharks INTRODUCTION Although sharks belong to the class Chondrichtyes, there are many different types. Sharks arose about 350 million years ago and have remained virtually unchanged for the past 70 million years and still comprise a dominant group. It is thought that sharks almost certainly evolved from placoderms, a group of primitive jawed fishes. It took a long series of successful and unsuccessful mutations with fin, jaw positions etc to give us all the different designs of sharks around today. When asked to draw a shark, most people would draw a shape along the lines of the whaler shark family, tigers or a mackeral shark such as a porbeagle. However many people do not realize the sheer diversity in the shape of sharks, or that rays are really sharks. Seldom does such an animal inspire such a variety of emotions reflecting a mixture of fascination, awe and fear. Sharks have occasionally exacted a terrible price from humans who have trespassed on their territory. No better understood than the ocean that they inhabit, these creatures should be regarded in the same way as lions, tigers, and bears: as dangerous, predatory but nonetheless magnificent animals. Different Types of Sharks Living sharks are divided into eight major orders, each easily recognizable by certain external characteristics. Each order contains one or more smaller groups, or families. In all there are 30 families of sharks and they contain the 350 or more different kinds or species of sharks. The eight major orders of sharks include the Squantiformes, Pristiophormes, Squaliformes, Hexanchiformes, Carcharhiniformes, Lamniformes, Orectolobiformes, and the Heterodotiformes. The orders have distinguishing characteristics that fit in each. The Squantiformes normally have flat bodies that are ray-like with mottled dorsal surfaces. These sharks have a short terminal mouth, which is armed with small impaling teeth. They also have a caudal fin, which has a lower lobe that is longer than the upper lobe. Their pectoral fins extend forward over the ventrally directed gills. The Pristiophormes have more of an elongated snout, which is saw-like and edged with slender, needle-sharp lateral teeth. They have two dorsal fins and no anal fin. They use short transverse mouths and small cuspidate holding teeth in both jaws. Squaliformes have no anal fin as well, but their snout is not elongated, but is somewhat long. Many have powerful cutting teeth in both jaws. In some species these razor sharp teeth are in the lower jaw only and the upper teeth serve to hold the food. Hexanchiformes have six or seven gill slits. They are sharks with a single spineless dorsal fin, and an anal fin. The typical Carcharhiniforme has an elongated snout, a long mouth that reaches behind the eyes, an anal fin and two spineless dorsal fins. The eyes have movable, nictitating lower eyelids worked by unique muscles. Teeth vary from small and cuspidate or flattened to large and bladelike. Carcharhiniformes have no enlarged rear crushing teeth. Along with this they have a spiral scroll intestinal valve. A Lamniforme shark has an elongated snout. Most have long mouths that reach behind the eyes, an anal fin and two spineless dorsal fins. They also have a ring intestinal valve. The Orectolobiformes have pig-like snouts and short mouths that in most species are connected to the nostrils by grooves. There is an anal fin but no fin spines on the two dorsal fins. They have uniquely formed barbells at the inside edges of the nostrils. Heterodotiformes are the only living shark that combines fin spines on their two dorsal fins and anal fin. They only have five-gill slits. In each order there are specific types of sharks. Each shark belongs to a family with different species. The Angel shark (Squantiforme) is just one of the many. It has a single family of about thirteen species. They are all ovoviviparous livebearers and most do not exceed 1.5 meters. Saw sharks (Pristiophoriformes) are harmless bottom sharks. They are also a single family but with five species. They are also ovoviviparous livebearers. Four sharks that belong to the order Sqauliforme are the Bramble, Dogfish, and Rough sharks. They have three families with eighty-two species. They too, are ovoviviparous livebearers. They have more cylindrical bodies. Frilled sharks, Six, and Seven gill sharks (Hexanchiformes) have two

The Mythical Democratic- Republican National Convention (DRNC) Essay

The Mythical Democratic- Republican National Convention (DRNC) - Essay Example This essay stresses that the recommendations based on the risk analysis include that high security personnel should be deployed in the Bicentennial Park since it will be hosting over 20, 000 protestors who may be targets for a terrorist or bombing attack as well as to prevent them from becoming too violent and disrupting the meeting. The same security personnel with assistance from the security cameras should monitor the Hotel Row which will be housing the dignitaries and media personnel. Majority of the security parameters from the air surveillance to concrete barriers, bomb screening and experts to CCTV cameras and anti-terrorism forces should be present in the arena. There should also be set aside corridors and areas for mass evacuation and mass casualty treatment in case of any attack. The fire department should also be on the forefront with their evacuation skills to lend a hand in case of any risk. During the planning and resource allocation process, the planning committee and sub-committee should make considerations of the number of security forces need with different expertise from ground to air surveillance. This paper makes a conclusion that the combination of the threats, the vulnerabilities and the consequence of the threats happening have led to the identification and ranking of the risk factors and infrastructural assets that need to be considered during planning. The recommendations made are specific enough for the planning committee to consider in their budgetary allocations if curbing of the risks is to not only be effective but efficient as well.

Quantum Cryptography Essay Example | Topics and Well Written Essays - 500 words

Quantum Cryptography - Essay Example Both properties form a third strength of quantum cryptography in terms of security. This strong point occurs from every new QKD term code being free of all formerly used codes as this independence lowers the number of methods a criminal can infiltrate the system (Cobourne and Cid, 2011, p. 5). A fourth strength is the future proofing of security offered by QKD. Even when a malefactor breaks through a cryptographic system at any indefinite period in the future, former messages conveyed through it stay secure (Cobourne and Cid, 2011, p. 5). Mathematics has demonstrated the absolute security of QKD networks. Even when dealing with a rival that has endless supplies of time and energy, security of QKD networks are unbreakable. One weakness of quantum cryptography is that quantum mediums are only functional over limited space (Rothke, 2007, p. 1055). This is a technical weakness as it occurs when one evaluates the realities of QKD application. Today, quantum mediums cannot convey data quick enough to offer sufficient levels of service, which forms a second technical weakness. Thirdly, quantum optic gear is susceptible to attacks. Quantum cryptography requires costly setups for upholding quantum processing, which serves as a weakness for mathematics, computer, and physics researchers who cannot afford such infrastructure (Cobourne and Cid, 2011, p. 6). Another weakness is the possibility of quantum cryptography â€Å"killing† mathematical progressions at any period in the future irrespective of quantum computing advancements (Rothke, 2007, p. 1055). Commercially, the promise of ideal security may not be a significant enough imperative for businesses to permit the cost of customized gear and infrastructure (Nano 2014). Since conventional cryptography offers more than sufficient security, businesses will consider the uncertain advantages of quantum cryptography an unworthy risk and weakness (Lydersen et

The Wal-Mart Essay Example for Free

The Wal-Mart Essay Currently, Kroger is the country’s largest traditional supermarket chain. Kroger sells over $60 billion a year, and operates over 2500 supermarkets across the country. But even Kroger is still in competition with Wal-Mart. Wal-Mart’s philosophy and culture does not appear to value consumer or company ethics. They compete with more than food prices. Many supercenters offer a full-service drive-thru pharmacy, an optical center, a 1-hour photo processing center, a portrait studio, a bank, video rental store, hair and nail salon, fast food chain, tire shop, and even offer 24 hour a day-365 days a year availability. The temperature controls for all of Wal-Mart’s stores across the country are controlled by one computer in Bentonville, Arkansas. Because of Wal-Mart’s size, they have the power to instruct suppliers on how to package their products, including meats. However, meats is one area of the supermarket industry that Wal-Mart has some weaknesses because many supermarkets provide a friendly neighborhood butcher who provides a friendly face and customized approach to consumers’ meat needs. To Wal-Mart, hiring a butcher is a labor expense that is not needed. These types of attitudes in the supermarket industry are exactly the reason why consumers may choose to seek their family grocery needs in a culture and environment where more emphasis is placed on quality customer service, up-to-date technological advances, marketing strategies that cater to a more culturally-diverse consumer, quality products, and a smaller environment that provides a neighborhood-marketplace atmosphere. Smaller supermarkets can offer a wider variety of products, particularly fresh fruits and vegetables, meat, poultry and fish. Many successful smaller supermarket chains sell a limited number of grocery items to ensure that the quality is maintained and products are not sitting on a shelf for an extended period of time, and change the product mix frequently to offer unique products at a good value, changing the shopping experience for every visit, especially for repeat and loyal customers. A study conducted in 1999 found that the implementation of customer loyalty programs/frequent shopper programs increased by 16 percent from the first quarter of 1998. As loyalty programs increase, and marketing technology becomes more integrated and advanced, the responsible analysis and collection of customer data will provide merchandisers with numerous opportunities to market products, programs and services that supermarkets can offer to its consumers, including those in an ethnically-diverse population. Supermarkets must be responsible and ethical in their collection of data about their consumers and cater to their shopping needs by offering both quality customer service from its employees, and quality products that fulfill their shopping needs. Extensive study must be done on the consumer to uncover where shoppers shop for certain needs like staple items, meats, fresh fruits and vegetables, and organic foods, and offer these products in the most cost-effective manner so that the smaller supermarkets do not lose their market share to the larger supercenters and chains.

Politics Essays Gender Stereotypes Tudor

Politics Essays Gender Stereotypes Tudor Gender Stereotypes Tudor To what degree were gender stereotypes a factor in Tudor politics? The first thing to say is that Tudor monarchy was not idealistic, like all governments it was primarily pragmatic in approach, and the great changes in the relationship of Crown and Parliament in this period were a result of immediate needs and evolving precedent. Cromwell steered Parliament towards a considerable extension in its competence to include issues of religion, the succession and the unity of the Realm. I n doing so, he allowed MPs to declare Royal Supremacy and established a new focus of sovereignty, the King-in-Parliament. Edward’s minority made the nature of Cromwell’s Royal Supremacy clear. It was through Parliament that objections to Somerset’s rule were overridden and it was Parliament that was used to transform the official doctrine of England. Respect for statute was a key reason why so many leading Protestants accepted Mary as Queen in 1553. After Mary’s death, Elizabeth and William Cecil inherited a position in which Parliament was growing into a genuine political forum and the use of parliamentary consent became the norm but it is wrong to see in these developments the origins of Parliament’s seventeenth-century attack on divine right kingship. Parliament supported the Crown with money, counsel and by passing its laws. When unrequested advice was offered by MPs on matters which plainly concerned the royal prerogative, the Queen simply refused to be drawn into conflict and avoided a crisis. The Tudors had very clear expectations of men and women, and in general men were expected to be the breadwinners and women to be housewives and mothers. On average, a woman gave birth to a child every two years and having a child was considered a great honor to women, as children were seen as blessings from God, and Tudor women took great pride in being mothers. Many women in this period were highly educated. Women were not allowed to go to school or to university, but they could be educated at home by private tutors. Elizabeth I was tutored by the famous Tudor scholar Roger Ascham. Women were not allowed to enter professions such as law, medicine, politics, but they could work in domestic service as cooks, maids and were also allowed to write works of literature, providing the subject was suitable for women: mainly translations or religious works. Women were not allowed to act on the public stage or write for the public stage. Acting was considered dishonorable for women and women did not appear on the stage in England until the seventeenth century. In Shakespeares plays, the roles of women were often played by young boys.   Women, regardless of social position, were not allowed to vote (however, only men of a certain social position were allowed to vote). Neither could women inherit their fathers titles. All titles would pass from father to son or brother to brother, depending on the circumstances. The only exception was Royalty. The Crown could pass to a daughter, and this allowed Mary, and then Elizabeth, to reign. In some cases women could not inherit estates, but women could be heiresses to property. A man was considered to be the head of a marriage and was expected to look after his wife and children. There was no divorce in Tudor times and marriage lasted until one of the couple died. An Annulment could be obtained, which would mean the marriage was not lawful, but extensive evidence would have to be provided if this was applied for. Henry VIII only ever regarded Jane Seymour and Katherine Parr as his legal wives. The stereotypical idea of a Tudor woman being weak, frail, feeble and foolish has been drilled into our heads for centuries. Even Elizabeth Tudor is said to have appeared on the political stage apologetic for her femaleness. The purpose of this essay is to see to what degree gender stereotypes where an issue in the political factor of the Tudor times, and to what extent this has, if at all, changed. What roles did men and women take on and why where they different, or indeed, segregated? Do the ideals of the Tudor times affect society today? These factors will be seen during my conclusion. Women and their involvement in politics has always been an intriguing to those interested in the history of politics. Women linked with the Royals, or Nobility, -albeit wives, mothers, mistresses, offspring or siblings-have always been the subject of investigation, regarding the power the held over those the ruled, and even the authority they exercised from their concealed places behind those who ruled. Yet, even in the face of this focus, today’s historians seem cautious about laying the notion of power and influence, at the door of the female persuasion. To begin with an example of how gender was an issue, regardless of rank or station, we can look to the monarchy. In the Tudor century, two types of queen had control of the court. They were called Consorts and Regnant. A consorts’ role was one of reproduction. She would be married to a king, but because giving birth to a male heir defined the success of her reign; her inability to reproduce sometimes endangered her position as consort, as Henry VIIIs wives discovered. The consorts’ life narrowly reflected that of noblewomen: those who were expected to produce a male heir to continue their husbands line, to overlook the day’s work in the household, and to support the numerous charities and religious institutions that were seen as appropriate for women to support. A consort’s royal status allowed her opportunities to engage in court politics. Mary and Elizabeth Tudor were exceptions to this rule, as even though they took the title from marriage and succession, they were still expected to rule as monarchs. A Queen Regnant was one whose royal status was a birthright and not an outcome of marriage. These queens where seen as actually reigning and controlling the kingdom, and not with menial activities such as overseeing the running of the household. The notion that women were not able to govern their land, led to the idea that they must take their male councilors’ advice to avoid disaster. There were even concerns about whether Philip II would dominate the decision making during Marys reign. Traditionally speaking, women in politics during the Tudor century where very marginal and hidden figures. Their domain was the household, and work was domestic, as opposed to the male world, a world of very public politics and business ventures. Women were awarded no accreditation for the parts played by them during an event of importance. Indeed, to George Bernard referred to Anne Boleyn as â€Å"nothing more than a flirt and loose living lady†, even after the controversial ideas of her religious influence, alleged adultery and consequential fall. Tudor society was patriarchal, meaning that men were considered to be the leaders and women their inferiors. Women were regarded as the weaker sex, in both physical and emotional values In general females, whether married or single, were seen as unable to think in political factors and were seen as genetically inferior to their male counterparts. Unmarried women would be chaperoned constantly by male relatives and guardians, as it was thought that without a husband to guide them, they would be incapable or looking after their household affairs. Women would spend most of their lives in the house attained by them through marriage. They would focus on the interests of their husbands, children and grandchildren, and those without children would often focus on the interests of siblings, especially sisters. On first perception, it is easy to perceive a woman’s world as narrow and confined to a small space, when in reality, their daily activities and contacts spread further than most could imagine. Built upon a woman’s family and complex network of friends and contacts, was weaved great resource and political influence that allowed these women to perform their motherly, wifely and widows duties with great flair. Their martial family gave them the power they needed to succeed in everyday life, while their birth families provided a safety net for them, if their marriages ever failed. A woman’s birth family was usual the most important in the line of contacts she kept. Her father would be involved with her life extensively, even after she was married to aid them as wives and mothers and to help them with financial issues. In contrast, the males in the Tudor times, held an authority which was officially known as â€Å"political†, although this could entail anything from attending the House of Lords, to arranging their sisters marriages and seeing to a respective suitor. The main parliamentary figure though, was the king, or Queen regnant. Elizabeth I was one of these queens, who took her political power seriously, and without a husband to guide her, much to the distress of Parliament. She gave the House of Commons control over certain authority but made it clear, that as the head of the institution, certain matters would be left to her and her Privy Council. When parliament demanded that she be married in 1571, she told them in no uncertain terms, that they had no right to discuss matters that directly affected her. Although Elizabeth didn’t allow the fact that she was a woman affect her working life, it did seem as though being female was an issue, as she constantly fought to portray herself as male. Rank seemingly played no part in the gender issues of the Tudor age. Upper-class and lower-class women alike attained authority through social standing, relationships and contact with those in higher power and woman’s incorporation into politics, although not the electorate, was the result of increased literacy skills-especially the ability to read- in women allowing them more access to news, information and ideas. In regard to the â€Å"political† goals, most men and women shared the same ideals. To make an advantageous match in marriage would secure money holdings and status which allowed both genders to equally gain influence over such factors as land accumulation, the holding of their reputation and status, and the ability to further family members in terms of careers and marriage. Professor Barbara Harris’s research into gender and Tudor times has been able to show that what was considered domestic, public, political and private where very hard to distinguish from each other during this time. The family was the quintessential political base for women. If you were a wife or mother, this would be considered your â€Å"career† which was politically significant. Women were constantly involved in activities which allowed them to build and maintain relationships with others, such as arranging marriages. Professor Harris rethought this â€Å"domestic chores† Of course, the issue concerning gender where not just rife in the household and in business ventures. Gender was a very common influence on sentencing a criminal as well. Tudor punishments were very severe and entailed hanging, burning to death, torture, whipping, being chained to stocks you would have all sorts of rubbish and rotten foods thrown at you before you eventually starved to death(if you were lucky),or some passing animal decided to have a bite, dunking in a river or branding with a hot iron. These are only a few examples of how a â€Å"criminal â€Å"would be treated. Whipping was sentenced for serious offences such as robbery with violence and begging. For this act, a â€Å"pillory† was often used. A pillory was made of two upright posts and two boards which were held together with each other. These boards had circular openings for the neck and wrists of the prisoner. The pillory had a roof, open sides and was placed on a platform. The prisoner would stand through his whipping, being fully exposed to the public. This form of punishment was usually reserved for male offenders. Women who were accused of being â€Å"scolds where taken to a device called a â€Å"ducking stool†, a highly popular form of punishment for the time. Historians have argued the meaning of the term scold relentlessly and have discussed its implications at length. The same questions always come to rise. Where these women independent, and was this type of punishment one brought by men to keep their women in check? After all, social conformity was extremely important during the Tudor times, and it was often felt that men had to keep their women at hand to save themselves from the embarrassment of having an unruly wife, mother, etc. For Women though, the most common crime was of witchcraft. It was common practice during this period to blame someone for cursing your cattle if one or more of your livestock died without an obvious reason. Witchcraft was considered a serious offence, and was punished in the most serious ways. The Witches of Warboys is an example of those involved in witch-hunting. The Witches of Warboys refers to Alice Samuel and her family between who where accused, taken to trail and then executed on charges of witchcraft in the village of Warboys, England. The accusations were first made by Jane Throckmorton, who had started having fits. She accused the 76 year old Alice Samuel of enchanting her and Jane’s four sisters and some household servants begin reporting similar symptoms. In 1590, Lady Cromwell, (the grandmother of Oliver Cromwell,) came to Warboys to visit. During this time, she met Mrs. Samuel and too accused her of being a witch. At one point, an argument ensued, which was quickly dissolved when Lady Cromwell cut off a lock of Mrs. Samuels’s hair. Lady Cromwell later became ill and later died in 1592.In 1592 Alice Samuel confessed to witchcraft, and was taken to Huntingdon where she was imprisoned with her daughter Agnes and her husband John. All three were tried on April 5th 1593 for the murder, by witchcraft, of Lady Cromwell, and were found guilty. They were sentenced to be hanged. In conclusion, it seems that in the Tudor Century, men and women were segregated in just about everything, from the way they performed daily duties, to what crime was applicable to them. Tudor politics was no different, with the exception of certain women given power in some circumstances, but they still had to appease male advisors and peers, if their influence was to go ahead. Queens such as Elizabeth I made up for her lack in a husband or any other close male relative with her dealings with her male councilors and through the image of her personality as male during contact with the public. In response to the Parliamentary request she marries, 1559: ‘I am already bound unto a husband, which is the kingdom of England and that may suffice you.’ This proved to society that although she was a woman, she was not ruled by her male peers. Gender issues were a factor in Tudor politics, but they were not totally oppressive. It seems that for some people, the gates where open to them, as long as they adhered to certain rules and conduct. It is probably fair to say that, despite the limitations, women had more freedom in the Tudor period than they had had previously and would have again for some time. The Renaissance brought with it a new way of thinking.   Elizabeth being on the throne also encouraged men to educate their daughters, in the hope that it would secure them a more advantageous match in marriage, further widening their political influence. References: Reed, K â€Å"Selected Writings of John Knox: Public Epistles, Treatises, and Expositions to the Year 1559† Presbyterian Heritage Publications, (1994) Carol Levin, the Reign of Elizabeth I (Palgrave, 2002). www.tudorbritain.org Elton, G.R. England under the Tudors. Routledge(1955) Daybell, J. Women and Politics in Early Modern England, 1450-1700 Ashgate.(2004)

Research In Motion Essay

Research In Motion (RIM) is most famously knows for its smart phone device Blackberry. Blackberry, when first introduced in 1999, took the corporate market by storm because of its capability of storing and managing e-mails along with other professional tools. Later the introduction of Black Berry Messenger (BBM) was another successful addition and made it famous among the non-corporate user class all around the globe. From its inception to the introduction of Blackberry and until today, RIM has had various challenges in terms of safeguarding its intellectual property and took some steps to counteract those problems which I will be discussing in this paper. 1.What were some of the challenges that RIM faced to protect its intellectual property, and how did RIM handle those challenges? The first challenge for RIM was in 2001 when it claimed that its competitor Glenayre Electronics infringed on its patent and charged dilution, unfair competition, and false advertising (1). As a result RIM sued them over using its patented mailbox integration technique that was exclusive to its Blackberry smartphone device which was later settled in their favor (2). Another lawsuit filed by RIM was against Good Technology in 2002. RIM alleged that Good was infringing on four of its patents. The first is â€Å"for a method and apparatus to remotely control gateway functions in a wireless data communications network.† The second â€Å"relates to a method and system for loading an application program on a device.† The third â€Å"relates to a method and system for transmitting data files between computers in a wireless data communications environment.† And the fourth â€Å"relates to a mobile device that is optimized for use with thumbs† (3). Finally in 2004 Good Technology signed a settlement with RIM under which it will give RIM a lump-sum payment during its current quarter and ongoing quarterly royalties. Further financial details of the agreement were not disclosed (4). Later in 2006, RIM was sued by mobile e-mail provider Visto Corporation that RIM violated four of its patents. The patents in question relate to the accessing and synchronizing of information over a network and are fundamental to the BlackBerry service (5). After a long battle of three years, in 2009 RIM agreed to pay $267.5 million to settle this dispute adding to a costly series of intellectual-property purchases (6). The company spent more than $1 billion in the past two years on intangible assets, such as patents. It booked part of the cost of the Visto settlement, which gave them a lifetime license to some Visto patents and legal possession of others, as an acquisition of intangible assets (6). Another big event was the RIM-Motorolla lawsuits in 2008 when Motorolla filed a lawsuit against RIM for using its patented technology but in reply RIM sued back Motorolla. RIM filed the lawsuit for â€Å"demanding exorbitant royalties† on patents that were essential to RIM’s business. Besides being accused of â€Å"anti-competitive conduct,† Motorola was also accused of violating nine different patents and for breaking a 2003 agreement by refusing to agree to new terms beyond January 2008. Adding injury to lawsuit, RIM also claimed that Motorola’s licensing fees were due to â€Å"declining fortunes of its handset business† (7). This long battle came to an end when both companies settled out of court. Under the Agreement, Motorola and RIM will benefit from a long-term, intellectual property cross-licensing arrangement involving the parties receiving cross-licenses of various patent rights, including patent rights relating to certain industry standards and certain technologies, such as 2G, 3G, 4G, 802.11 and wireless email. In addition, the parties will transfer certain patents to each other (8). 2.What were some of the industry factors that influenced RIM? Industry factors that influenced RIM are Competition, Scale and Future (9). Patents, copyrights and trademarks help a firm safeguard its intellectual assets giving it an edge in the market and enabling to stay competitive in the market. From the lawsuits discussed above, we can see that just in 10 years on inception, RIM had over seven patent related issues for its technology. In technological field, a patent enables a firm to bank on its technology by not allowing other firms to use and produce it. So it enables the firm with the patent to have exclusive right to that technology and have a competitive advantage. When a firm’s technology is successful, patent enables that firm to exploit from it and hence expand their firms scale by securing a larger consumer base leading to a better bright future for the firm. 3.Apply as many TCOs as you can to the RIM. There are quite a few TCOs that can be applied to RIM. Competence Enhancing and Component Innovation applies very well to RIM. Looking at the introduction of Blackberry in 1999, after 14 years we still find them have a strong demand among the smartphone consumer base. So RIM has constantly been improving its blackberry phones keeping them up to date by providing new features that keep the consumer base attracted. Similarly if we look at introduction of features like e-mail service and BBM for blackberry, they are following the component innovation ideology discussed in the course. On the other hand, RIM also follows the concept Network Externalities. BBM can be a good example to support this. Anyone with a blackberry anywhere in the world can send a free message to the other blackberry user using the blackberry network. BBM is actually one of the features’ that has protected Blackberry against I-phone. Tying to BBM, RIM also follows the policy of Trade Secret because no one other than the corporation itself has access to the BBM data. RIM has gone to an extent that recently in India, even the government was not allowed to access the BBM data and after a 19 month service ban the government, RIM finally allowed them to have access but through a different server (10).

Reflections on Teaching and research on graduates

This study summarises the literature I have read and reviewed on the instruction and research link and the closely related subject of heightening research-based alumnuss attributes. I foremost review the literature on teaching-research links, inquiry if these links are built-in in the course of study and discourse current barriers. I will discourse current policies and patterns that aim to hold a perpendicular and horizontal research and learning subject throughout programmes. I will so concentrate specifically in Information and Mathematical Sciences and reflect on personal experiences of learning and research linkage at the single and institutional degree.Introduction to Teaching-Research NexusThe construct of the instruction and research link as a nucleus component of Higher Education Institutions ( HEI ‘s ) was clearly set out in the Magna Carta Universitatum ( the â€Å" constitutional chart † of European Universities ) in 1988. The drift for the Magna Carta Univers itarium was to increase consciousness of the functions that universities would necessitate to follow in order to get by with a changing and progressively international society. A cardinal rule of the Carta was that: â€Å" Teaching and research in universities must be inseparable if their tuition is non to dawdle behind altering demands, the demands of society, and progresss in scientific cognition. † ( Marga Carta 1998 ) . This is supported by positions that what truly distinguishes Higher Education is its focal point on back uping pupils ‘ apprehension of how research is continually reshaping our cognition of the universe and a distinguishable set of alumnus properties. Ron Barnett ( 2000 ) has argued that the universe we live in is ‘supercomplex ‘ where non merely cognition is unsure, but besides that how we seek to understand such complexness – for illustration, dirt as a Carbon sink – is itself contested by different research attacks and t he copiousness of information. He argues that the function of Higher Education is to assist pupils and the wider society header with that complexness, and that the key to this lies in instructors following ‘teaching attacks that are likely to further pupil experiences that mirror lectors ‘ experiences as research workers ‘ ( Barnett 2000 ) . In other words pupils should larn and be assessed in ways that come every bit near as possible to the experience of academic staff transporting out their research. Other more matter-of-fact benefits of coherence between learning and research include enthusing the pupils about the exhilaration and challenges of geographic expedition. Understanding the research procedure itself is every bit critical as groking the item of the subject ‘s current cutting-edge research which may be excessively dynamic to maintain up with, or excessively cumulative in nature ( Land et al 2008 ) . Healey ( 2005 ) province that â€Å" piquant pu pils in research and enquiry is one of the most effectual ways to assist pupils think like a scientist or historiographer, which is one of the most of import alumnus properties for most-discipline based degree programmes † . If the construct of a ‘knowledge economic system ‘ has any cogency so undergraduate instruction demands to include some apprehension of, and ability to make or utilize, research. Naming this undergraduate research and doing explicit to pupils the fact that this may good help their employability, can both assist them to appreciate better the function of research in the university and back up their hereafter employability. Students are besides likely to derive most benefit in footings of deepness of acquisition and understanding when they are actively involved with research of all sorts. Learning activities linked to research develop portable accomplishments including the opinion to separate dependable from undependable information, the forbearan ce to follow longer statements, man-made ability to acknowledge forms in unfamiliar contexts and the flexibleness to work across disciplinary and cultural boundaries to bring forth advanced solutions. The work of Barnett ( 2000 ) , Healey ( 2005 ) and the doctrine of the Scots QAA ( Land et al 2008 ) purport the impression that research and instruction should be inextricably linked and this nexus is valuable in footings of the connexion that research led instruction has to knowledge and understanding at advanced degrees of acquisition. The inquiry arises as to how links between research schemes and activities can be embedded in the course of study to outdo support the pupil larning experience in ways that can heighten learner accomplishment of research type attributes.Are T & A ; R linkages embedded in the course of study?At a high degree most people accept that incorporating instruction and research in HEI is good to scholars as it may enable pupils to get by better with rapid soci o-cultural, political, economic and technological alteration in the hereafter. In the UK, recent policy-orientated research by Gibbs ( 2001 ) and JM Consulting ( 2000 ) indicates a failure of institutional schemes to associate instruction and research efficaciously, or at least to make this in a purposeful and expressed mode. There are several proposed grounds one being that in the UK separate support steams drive instruction and research and these are basically driving them apart. Two landmark surveies of the US higher instruction system ( Boyer 1990 ) argued that the institutional focal point on ‘discovery research ‘ , i.e. research that is RAE'able in the UK, has devalued the system-wide demand for attending to quality instruction and in consequence decoupled learning from research. The institutional restraints imposed by policies together with other political drivers such as the publication of The hereafter of Higher Education published in 2003 in which it was highli ghted that research in the UK should be concentrated at peculiar universities to advance international excellence resulted in a rift between learning and research activities. The UK Government has since changed its position and now acknowledges the alumnus attributes that pupil engagement in research-based instruction can develop, and to indicate to the importance of the course of study in gaining those properties. Although it is acknowledged that learning and research linkages should be portion of university instruction there is current argument sing whether learning and research, are in fact, inextricably linked in Higher instruction learning. Hattie and Marsh ( 1996 ) researched the assorted theoretical accounts of the relationship between research and instruction and concluded: â€Å" Based on this reappraisal we concluded that the common belief that learning and research were inextricably intertwined is an digesting myth. At best that learning and research are really slackly coupled † . Gibbs ( 2002 ) states that â€Å" most people, including myself, believe that research can profit instruction † . However, â€Å" in pattern, it is pretty clear that, on norm, it does non † . This he suggests is because institutional schemes for research and learning have tended to handle research and instruction as wholly separate affairs. This is exemplified by some establishments off ering learning lone assignments and this clearly undermines any claim that research is a requirement for high-ranking instruction ( J M Consulting and Associates, 2000 ) . The current challenge is for establishments to develop policies and pattern that embed teaching-research linkages into the course of study. One manner to develop teaching-research linkages is via alumnus properties, so some linkages, e.g. to critical thought, are about a alumnus property, which is one subset of employability issues. Enhancing research-graduate properties can be considered one of the ways of development of research-teaching linkages. During the period 2006-2008 the Scottish Sector considered the subject of heightening alumnus properties through research-teaching linkages ( Land et al 2008 ) and reported on ways in which instruction and research linkages can be embedded in the course of study for a figure of subjects, illustrated by a scope of instance surveies which show cased some of the technique s and learning activities that promoted instruction and research linkages. The work undertaken by the QAA HE ( Land et al 2008 ) in measuring the Teaching-Research linkages across Scots Universities highlighted a figure of issues including: small grounds of a structured attack to research-teaching linkages to develop alumnus properties in pattern based course of study ; challenges surround the delivering of research-teaching linkages to develop alumnus properties in practice-based course of study ; was small grounds of pupil engagement in, or cognition of, the procedure of associating research and instruction or, even more significantly, its intent ; a inclination for the research community non to prosecute in acquisition and instruction developments ; honor constructions do non needfully promote advanced work in research-teaching linkages and negative consequence of the Research Assessment Exercise ( RAE ) on advancing research-teaching linkages. I will now depict some of the estab lishment constabularies that are in topographic point to implant teaching-research linkages and get the better of some of the hurdlings identified by QAA HE.Interventions – Institutional Role in research-teaching linkagesThe nexus between staff research and pupil acquisition is non automatic, and has to be built consistently into the course of study, departmental, institutional and national planning. The linkage might one time hold been readily assumed or delivered with little categories, selective pupil entry, and staff with clip to learn and research efficaciously. Paul Ramsden ( 2001 ) stated: â€Å" the chief hope for gaining a genuinely pupil centred undergraduate instruction lies in re-engineering the teaching-research nexus.Re-engineer ‘ suggests that even if one time the linkage did be, it now needs important ‘re-inventing ‘ to guarantee it is in topographic point. There is much that persons, class squads, sections, establishments and national syste ms can make to hammer these links ( Jenkins et al. , 2003 ) . The cardinal focal point now is for persons, sections and establishments to come on effectual research-teaching linkages to back up the development of research type alumnus attributes to foster heighten their subjects pattern and policies. Briefly the institutional attacks for implanting research-teaching linkages into current pattern include: Procedural and structural attacks such as class blessing processs that are in topographic point to supervise teaching-research links, Contractual/reward mechanisms that include wagess constructions and inducements to promote staff to develop learning research links, New policies and schemes to drive and develop embedding of research-teaching linkages, Enhancing Graduate Properties by development of alumnus properties distinctive to HEI and the grade to which there exist possible synergisms with instruction and research linkages and Disciplinary Cultures the extent to which civilizations within the HEI might further or suppress the development of effectual research-teaching linkages. I will now depict, although it is non inclusive, how University of Abertay has gone about implanting resaerch-teaching linkages.New policies and schemesNew policies and schemes developed by University of Abertay Dundee include the White Space undertaking designed to rise consciousness of instruction, research and acquisition and aimed to reconstruct the whole University around some cardinal accomplishments: interdisciplinarity in reasearch and complex systems. Originating from White Space came a new instruction and acquisition program, a installation that promoted insouciant and non insouciant interactions amongst staff and pupils, squad working and exposure to interdisciplinary research ( Whitespace studentships ) . The Whitespace studentships are designed to guarantee existent originative thought across a scope of subjects.Enhancing Graduate propertiesThe University ‘s work on alumnus properties has besides served to ordain the linkages between learning, research and larning schemes to breed alumnus properties. University of Abertay Dundee are working to polish a list of qualities that should be common to all alumnuss of the establishment, see Appendix A. The list contends that Abertay alumnuss should be four things: confident minds, determined Godheads, flexible confederates and ambitious inquirers. The terminal consequence should be that its pupils have the accomplishments to â€Å" dispute complexness † in whatever they go on to make when they graduate.Get the better ofing Disciplinary civilizationsIn footings of disciplinary civilizations for some subjects particularly in the countries of difficult scientific disciplines it is hard to further learning research linkages before the 4th twelvemonth this is due to the cumulative and hierarchal building of cognition. Students need to hold the necessary background on constructs and rules before they can prosecute in research-based activities and are able to understand the consequences of research. This makes it hard to integrate research findings or one ‘s ain research in undergraduate classs, in peculiar in the first two old ages ‘ ( Fasli, 2007 ) . Undertakings within the University of Abertay such as Project X, a first twelvemonth faculty, seeks to get the better of this. In add-on to institutional drivers persons besides have a important consequence on teaching-research linkages which I will depict below.Interventions – Individual Role in Teaching Research linkages.Below I will show and reflect upon several personal experiences in which I have tried to utilize research as a driver for learning with the purpose of heightening the pupil experience and to the deepness and comprehensiveness of pupil larning. In all my instruction I seek to further a research-mindedness in the pupils. I believe that pupils at any phase of their programme can be exposed to teaching-research linkages nevertheless the nature of the interaction must be appropriate for that degree and I have used the model developed based on Healey ( 2005b ) which has been exploited by Levy ( 2007 ) to steer this interaction ( Fig 1 ) .Figure 1: Curriculum design and the research-teaching link from Healey ( 2005b, p.70 ) .We can categorize the instruction activities used to heighten the teaching-research link based on the nature of the research procedure and the interaction with pupils. By and large there should be a move from research-led to research-based as pupils progress from degree 7 to level 11 of programme. The research-tutored manner reflects the authoritative tutorial construction where the pupils are taken through recent publications and invited to discuss/debate their apprehension of the activity. Research-led follows current research where pupils are exposed to concepts/developments in the field of survey. Research based corresponds to enquiry based acquisition. Students are given a undertaking which requires them to utilize and develop accomplishments ( pattern and apprehension ) which are tantamount to those used in reliable research. Finally Research-oriented purposes to learn the procedure of cognition building. Typically found in finishing touch classs where pupils undertake some research activity, separately or as a group. Students can be engaged with current research in their subject in a assortment of ways, including talks, academic staff-led seminars, practicals, pupil undertakings and class work. The illustrations below are based on personal experiences where I focus on schemes that attempt to set pupils in active manner as they encounter current research the Mathematical and Information Sciences.1. MSc Computer Games Technology Project Execution ( research oriented )This research learning activity involves oversing a research led Masterss undertaking in the country of Computer Games Technology. The pupils are encouraged to believe every bit creatively as possible to place a research inquiry that they can research and develop in a finishing touch undertaking. At the beginning when developing the research inquiry I guide them to recent articles that have been published and that are aligned with their country of involvement. I besides guarantee that the Masterss pupils are cognizant of the on-going r esearch work at the University which helps to contextualise their acquisition within ‘real life ‘ undertakings. I besides give advice and support on the research procedure. The UAD alumnus properties that may be developed include: A comprehensive apprehension of their primary field and its construction ; Informed by current developments in the country ; Initiating and pull offing originative procedure and Working flexibly and efficaciously with ambiguity, uncertainness, and mistake.2. MSc. in Interdisciplinary and Systems Approach to Environmental Challenges ( ISAEC ) ( research based )I am portion of the programme squad of the new ISAEC programme that will run in 2011 and has been developed around three subjects. Interdisciplinary and Systems Approach to Environmental Challenges. The complex nature of the environment requires an interdisciplinary and systems approach to understanding modern-day environmental challenges. The ISAEC programme will present pupils to a broad scope of scientific subjects relevant to environmental scientific discipline, showing how they can unite to organize a better apprehension of jobs and take to fresh and practical solutions. Fundamentalss of Environmental Science. Cardinal to understanding the environment is a strong apprehension of basic ecological rules, how scientific research should be undertaken and analysed, how procedures could be modelled, and how recent developments in engineering could be applied to understanding modern-day issues and the development of solutions. The ISAEC programme will present pupils to the rules of ecology, to research methods and techniques, statistics and modeling, and progresss in engineering relevant to this interdisciplinary field. Problem-Based Learning Approach. Rather than utilizing the traditional talks, the ISAEC programme will learn pupils through the problem-based acquisition attack where groups will set about extended and in-depth analyses of modern-day environmental challenges. This attack teaches autonomous research and group accomplishments, indispensable for run intoing future challenges long after accomplishments and information learnt at University may go out-of-date. I have developed one of the survey undertakings based on recent research that I was involved in with Aitkens planetary who were commissioned by the UKWIR to look into direction options ( intercessions ) of Phosphate at H2O intervention works. The instance survey I have designed is based on current issues in environmental scientific discipline and addresses the three subjects above and is described below. This is how the job would be presented to the pupil squad who will work in groups to come up with a solution that they will show orally and in the signifier of a written study. Study Project 4: Management OF PHOSPHORUS ACROSS SCOTTISH LANSCAPES AND RIVER SYSTEMS The deficiency of equal degrees of P in agricultural dirts bounds harvest growing and productiveness in many countries. The application of P has been traveling on for decennaries, and taint of land H2O, rivers, lakes, estuarine and coastal Waterss is now recognised as a major environmental concern. Management of P within the environment is supplying a major challenge for regulators and industrial practicians. Given regulative challenges, i.e. environmental quality criterions, it is indispensable that phosphoric life rhythm is reviewed and suggestions how P can be managed in the most cost effectual manner to guarantee long term regulative conformity. The end product of this survey can be used to inform the Water Industry of how to pull off P in the long term. In the consideration of the direction of P across Scots landscapes and river systems, the survey undertaking will turn to the undermentioned areas/questions: Principals of Ecology ( BN1101A ) : Impact of human activities on natural environments, pollution and sustainability. Ecological impact of P in rivers. Bio-solid intervention of P and returning it to the land. Research Methods and Techniques ( BN1102A ) : What sort of sampling, study and/or monitoring is required to inform argument about the direction of phosphoric degrees in the environment? What sort of research lab or field experiments should be undertaken to back up the development of techniques to back up the direction phosphoric in the environment? Modeling and Statistics ( BN1103A ) : Modeling the destiny of P in rivers with different beginnings for effectual ordinance. Progresss in Technology ( BN1104A ) : How to supervise P in river systems. Use of bio-solids in H2O intervention workss. How to pass on and visualise the consequences to a scope of stakeholders including UKWIR. The alumnus properties addressed in this teaching-research linkage activity are: Interpreting and reacting to altering group kineticss ; Defining and developing single functions in squads of assorted formation and intent ; Enquiring and reflecting ; Abstracting, refinement, drive, and synthesizing ; An ability to place the current boundaries of their capable field, a willingness to transgress them, and the cognition to work within the borders and Working flexibly and efficaciously with ambiguity, uncertainness, and mistake.3. 3rd twelvemonth CGT 3D Graphics Programming Module ( Reasearch – led )Applied 3D artworks is an active research country within the University of Abertay. A significant research country is developed and a figure of PhD studentships exist in this country which attracts regular visitants and seminar talkers and industrial spouses and plays host to national conferences. The undergraduates are really cognizant of this and it provides a context and stimulation for the thoughts explored in the faculty. Research done by SIMBIOS and White Spac e in footings of visualistion of complex systems is used to inform and update the application of the 3D graphical techniques described in the talks. Students are encouraged to go to seminars where appropriate and are kept informed of chances within the group. As portion of the appraisals the pupils are to develop a peculiar technique or consequence in 3D artworks. Students pick this based on a game screen shooting they like or a new technique that has merely been published in the SIGGRAPH or EuroViz diaries that I discuss in the talks. The alumnus attributes that may be developed by set abouting this activity include: A comprehensive apprehension of their primary field and its construction ; Initiating and pull offing originative procedure ; Abstracting, refinement, drive, and synthesizing ; Working flexibly and efficaciously with ambiguity, uncertainness, and mistake ; i? ¬ An consciousness of the probationary nature of cognition, how cognition is created, advanced and renewed, a nd the exhilaration of altering cognition.4. Nuffield undertaking ( Research – oriented )During the summer I supervised a Nuffield pupil undertaking that was look intoing the usage of an emerging engineering, augmented world, in Urban Planning. At the beginning of the 6 hebdomad undertakings I sat down with the pupil and we discussed my research involvements and the possible ends of the undertaking and we came up with several experiments that would be undertaken to measure if augmented world could be used in urban planning utilizing trade good hardware. Once all the hardware and package was set up the pupil worked through the experiments. Although the pupil was in 5th twelvemonth at school she felt portion of the research procedure as we jointly discussed and decided what experiments we would run. I felt this was an of import procedure in acquiring the pupil engaged with the research activity from the beginning. It must be noted nevertheless that I was a small unsure about th is at the beginning as depending on the pupil ‘s assurance this may hold been an daunting procedure but for this instance it worked good. Properties which may hold been developed include: Informed by current developments in the country ; An consciousness of the probationary nature of cognition, how cognition is created, advanced and renewed, and the exhilaration of altering cognition ; The ability to place and analyze jobs and issues to explicate, measure and use evidence-based solutions and statements and An ability to deploy techniques of analysis and question. 5. Maestro categories in Mathematicss and Computing ( Research – led ) For this 1 hr activity I try and stimulate the involvement of primary 7 and 1st twelvemonth students in Mathematicss and Computing. I do this by concentrating on real-world jobs that they can associate to i.e. how can we picture accurate gesture and motions of ‘things ‘ in computing machine picture games? I use many ocular AIDSs and towards the terminal I describe some of the cardinal challenges that we need to turn to in the close hereafter and associate this to my current research and how this can assist in other Fieldss such as environmental scientific disciplines.DecisionThere are many barriers to implanting learning and research within the course of study. I have highlighted what can be done at an institutional degree to relieve this issue and described three institutional intercessions employed by the University of Abertay including new policies, heightening alumnus properties and get the better ofing disciplinary civilizations. I have besides described what I have done at the single degree. In decision at the single degree I feel that I try and incorporate learning and research linkages at all degrees of my instruction. I evidently do this for the pupils rational development but it is necessary for me to be interested and excited by what I am learning and being cognizant of the latest developments is cardinal. Research-teaching linkages may be easier for me to develop as I am research active although it is non the measure of research that is associated with quality of instruction. For illustration a recent survey by Prosser et Al ( 2004 ) determined it is the overall conceptualization of your capable affair that is associated with quality of learning. † It is non how active you are as a research worker, but what your activity is focused on † . One unfavorable judgment though is that I may non pass adequate clip doing the teaching-research linkages explicit to the pupils. From mapping my teaching-research activities to the quarter- circles of Fig 1 it appears that I do non set about research-tutored activities. I had non truly considered this manner of teaching-research activity before but it could be utile in a figure of contexts in which I teach. Given most of my instruction activity is at degree 9 and above I do non meet the known troubles associated with using teaching-research activities at degree 7 and 8 ( Fasli 2007 ) . However I acknowledge attempt is required to make a meaningful teaching-research relationship and work has to be done to do certain the nexus is expressed.

How to Create Classroom Management Routines

How to Create Classroom Management Routines Over the years, educators have developed many different methods for keeping classrooms under control. Currently, one of the most effective is a  program of classroom management proposed by educator  Harry K. Wong  in his book  The First Days of School. The focus of Wongs program is on creating orderly classroom routines that help children understand what is expected of them each day. It is a highly effective method, one that works well in both special and general education classrooms. Each day, the children from Room 203 line up outside the classroom and wait to be greeted by their teacher. When they enter the room, they place their homework in the basket marked homework, hang up their coats, and empty their back packs. Soon, the class is busy recording the days assignments in their assignment book, and when completed work on the spelling puzzle they found on their desks. The Importance of Routines Every day, the children in room 203 follow the same routines, routines they have learned. Flexibility comes in instruction, in meeting individual needs or challenges as they arise. The beauty of routines is that they are about what we do, not who we are. A child can be reminded that they forgot to complete a routine, and they will not feel hurt, as they probably would if they were told that they broke a rule. Its well worth the extra time required to create routines, since routines help children understand what is expected of them, where to find the resources they need, and how to behave in the classroom. Routines take time to be taught, but eventually, they become second-nature, and students no longer need to be reminded what to do. The best time to establish routines is at the beginning of the school year.  The First Six Weeks of School, a book by educators Paula Denton and Roxann Kriete, lays out six weeks of activities that teach routines and create meaningful ways for students to interact and create community in the classroom. This approach is now trademarked as The Responsive Classroom. Creating Routines The best routines are those that anticipate common challenges in the classroom and find ways to address them. Before creating a routine, teachers should ask themselves the following questions: How will the students enter the classroom?Where will they place their backpacks? Their homework?Who will take attendance? How will the students record their lunch choices?What does a student  do when his or her work is completed?How does a student  record his or her independent reading?How are seats chosen at lunchtime? A resource room teacher will need to ask: How will the students  get from their general education classroom to the resource room?How will the students know when it is time to move from their desks to the teachers table?What role will a classroom aide play in the structure of the classroom?Who keeps track of homework and class assignments? Teachers should have an answer for each of these questions. Children from communities without much structure will need a great deal of structure in their day. On the other hand, children from more orderly communities will not necessarily need as much structure. As a teacher, it is always best to have too many routines and too much structure than too little- you can more easily take away than add. Rules While routines are more effective for managing classrooms, there is still a place for rules. Keep them short and simple. One of the rules in every classroom should be Treat yourself and others with respect. Limit your rules to a maximum of 10 so that students can easily remember them.

IT related terms essays

IT related terms essays A high-level programming language developed by Dennis Ritchie at Bell Labs in the mid 1970s. Although originally designed as a systems programming language, C has proved to be a powerful and flexible language that can be used for a variety of applications, from business programs to engineering. C is a particularly popular language for personal computer programmers because it is relatively small it requires less memory than other languages. The first major program written in C was the UNIX operating system, and for many years C was considered to be inextricably linked with UNIX. Now, however, C is an important language independent of UNIX. Although it is a high-level language, C is much closer to assembly language than are most other high-level languages. This closeness to the underlying machine language allows C programmers to write very efficient code. The low-level nature of C, however, can make the language difficult to use for some types of applications. Pronounced lee-nucks, A freely-distributable implementation of UNIX that runs on a number of hardware platforms, including Intel and Motorola microprocessors. It was developed mainly by Linus Torvalds. Because it's free, and because it runs on many platforms, including PCs, Macintoshes and Amigas, Linux has become extremely popular over the last couple years. Another popular, free version of UNIX that runs on Intel microprocessors is FreeBSD. A program interface that takes advantage of the computer's graphics capabilities to make the program easier to use. Well-designed graphical user interfaces can free the user from learning complex command languages. On the other hand, many users find that they work more effectively with a command-driven interface, especially if they already know the command language. Graphical user interfaces, such as Microsoft Windows and the one used by the Apple Macintosh, feature the following basic components: pointer : A ...

International Business Essay Example | Topics and Well Written Essays - 2000 words - 1

International Business - Essay Example Globalization has further increased international trade as now countries are able to trade easily through flexible negotiations that will put away restrictions that may undermine trade between countries (Reuvid & Sherlock, 2011). International trade has provided grounds for increased competition, and this means that there are competitive prices in the market, which will see to it that consumers benefit from quality products, which are offered at low costs. International trade has resulted to the global economy which operates on the forces of demand and supply meaning that the prices of products are affected by events that occur globally (Aswathappa, 2010). For example, the political unrest in Libya caused the prices of gas to inflate in the whole world, and this clearly shows how the global economy works. Research shows that international trade is focused on by nations so that the citizens’ standards of living can be increased through the provision of various products and crea tion of job opportunities. International trade theories provide explanations, which will elaborate on the patterns global trade takes and the benefits that arise from it. The theories gives reasons as to why nations trade and why it is good to trade. This paper seeks to explain the theories that explain why countries engage in international trade and goes ahead to explain the benefits that countries get from international trade. Mercantilism Theory This theory was in application in the economic system of the 16th to 18th centuries, and its main objectives was to increase the wealth of a nation imposing regulations on the governments interests so as to ensure that the government had control on all of them (Ajami & Goddard, 2006). It was based on the fact that countries could accrue wealth in the form of precious metals, which is not practical because if every country decided to want to export and not importing from other countries, the worldwide economy would be sluggish due to restr iction of free trade. The theory was mainly used by colonial governments such as Britain, France and Spain, which practiced the zero-sum –game that implied that wealth was scarce and countries could only benefit by taking advantage of the resources of their neighbors (Kerr & Gaisford, 2008). These governments would take advantage of their colonies by charging them high prices for imports and low for their own exports. This theory is seen as a hindrance to international trade as it was seen to favor exports and hinder imports in the colonial countries. Absolute Advantage Theory This theory was developed by Adam Smith (1776) and explains that a company has an advantage if it can produce the more products with similar resources or the same amount of products using fewer resources than its trading partners (Ajami & Goddard, 2006). With this in mind it follows that the country with the absolute advantage will be able to produce and export commodities at a lower cost than its tradi ng partners, and this will be the basis of its trade relations with the partners. This is because the absolute advantage will have the propensity to reduce costs of production and at the same time increase profits which will in turn boost the economy. This theory further explains that market forces should determine trade and restrictions such as tariffs and quotas should be eliminated hence this destroys

International Human Resources Management Essay Example | Topics and Well Written Essays - 750 words

International Human Resources Management - Essay Example The available study on this question however was limited and many avoids the question. The study proposed the hypothesis based on a triad notion composed of three concepts: work involvement, driveness and work enjoyment. It was hypothesized that workaholics will score high on work involvement and driveness but low on work enjoyment while work enthusiasts will score high on work involvement and work enjoyment and low on driveness and that enthusiastic workaholics will score high on all three components. Methods and point of view of the author’s research The sample populations were 530 male and female managers and professionals using anonymous questionnaires. They are between 35 to over 50 years old who has MBA degrees obtained over a number of years before 1985. Almost 80 percent were married and almost one third worked 46Â ±50 hours per week. A response rate was excluded from the 591 responses that were returned and the sample was reduced further to 530 when respondents indic ated that they were no longer working full time. The three scales that were used were Work Involvement, Driveness and Work Enjoyment. The result of the scales were combined to produce six workaholism types: Work Enthusiasts (WEs), Workaholics (Ws), Enthusiastic Workaholics (EWs), Unengaged Workers (UWs), Relaxed Workers (RWs) and Disenchanted Workers (DWs) depending on how low or high they scored on the three scales. Of these, the three psychological and physical well-being were included. They were basically the parameters whether working too much would good or bad for our well-being. Respondents then were asked they experience each physical condition in the past year such as headches, etch. The study revealed that the largest number of the respondents fell into the UW (Unengaged Worker) at 23 percent, followed by EW (Enthusiastic Workaholic) at 19 percent, EW (Work Enthusiast) at 14 percent and RWs (Relaxed Worker) at 12 per cent. It was also found that the hypothesis of the triad notion composed of the concepts work involvement, driven, work enjoyment were directly interrelated along with the significant correlation of the three indicators of psychological and physical well-being. But the most conclusive finding is that the two factors of the triad, driven and work enjoyment were inversely interrelated. Meaning, as one is driven or pressured to work, the less one enjoys it. It was also found that WEs, EWs and RWs had fewer psychosomatic symptoms than did both Ws and DWs. It meant that an enthusiastic worker suffers fewer stress compared to unengaged worker and relaxed worker and have a better life than the workaholic types such as W, UWs and DWs. In conclusion, enthusiastic workers such as those who fell into the category of WE and EW suffers lesser stress than the workaholic and those who likes their work has a better emotional well-being than the workaholics. Discussion Having answered the question that indeed overworking could not be good for our over-all well being, the study now compels managers and employees alike to be less obsessive with work and to relax a bit. It also implies that managers experiencing poor emotional and physical well-being may not enjoy their work and become more stressful. While the research was able to determine the correlation between overworking and stress, it was not however able to determine