How Information Technology Affects Business Essay Example for Free

How Information Technology Affects Business Essay As a business owner, and manager the need for a way to manage our information is essential. The ability to handle the overwhelming amount of data and information that goes through a company every day could be a key factor in whether a business fails or succeeds. (Ebert Griffin 2005) The system in which we collect and use this information is called an Information System (IS). An IS is used in financial accounting, managerial accounting, by laborers, and executives. In my basket shop, an Information System is what allows us to keep track of orders, from the time they are received to when they are delivered. It keeps track of customer information, the supplies ordered, what supplies have been used, and whether we need to reorder. IS also keeps track of what we are spending, how much we are making, and whether we are making a profit or loss. There is so much more this system does for us, but basically lets us be more efficient, offer better customer service, and allows us to see our problem areas. We can then correct any problems, and set better goals and plans for our future. The use of the Information System has allowed us to hire fewer employees, and be a lot more competitive in the market. I have to say if we did not have any kind of way to manage the information we receive, we could not be as efficient, which would lead to customer dissatisfaction, and in the end we would go out of business. We all know that in todays society. Businesses are expected to be proficient by responding quickly in fulfilling all orders correctly and with a timely delivery. Web sites are becoming a vital communication tool almost as valuable as the telephone, and much more flexible and economical than a printed brochure or flier (Internet Use, 2000) With the use of email and the internet we will have drastic reductions in cost, increased speed in communication time, and a larger customer reach and satisfaction. Email will allow us to save money on stamps and paper, cut response time to a minimum, and send advertisements about sales to previous customers who took this option. A problem that used to take days to handle before by mail, waiting for papers to arrive by mail etc, is now handled in minutes. Without the internet, we would not be able to offer a virtual store front online, which allows us to reach customers, thousands of miles away,  that we would not reach otherwise. The online store, will give the customers the option of having their basket delivered, or they can order ahead of time and pick up at the store location. The internet provides access to the World Wide Web (WWW). With the WWW we can do more cost efficient and quicker research on our competitors, suppliers, and the local economic status. Being better informed, we will be able to keep our prices fair and reasonable, yet still make a profit. Through the use of the internet, and help from a GPS tracker, we will be able to keep track of packages being delivered. This will allow us to keep our customers better informed as to when they will receive their basket and make sure they dont get lost. The World Wide Web will also allow us to accept payment options that we would not be able to afford otherwise. With the help of ProPay and PayPal we will be able to take payments with credit cards that we would not be able to offer if the internet was not available. In conclusion, with the help of email and the internet, we will be able provide faster, dependable, more cost efficient service, and in return have better customer satisfaction. Information technology has become an important part of most of todays businesses, it provides us with a way to process, create and store information. With a Database management program a single piece of data is put into several different files to create useful information. It has allowed us to eliminate the middleman in most cases. In cutting out the middleman, this has allowed quicker response times to situations and increase productivity and set better performance goals. We have more reliable financial statements. It allows you to set up filters, so when looking at certain areas, you arent wasting time looking through useless information. This in turn saves time and saving time saves money. When keeping customers information stored in our system, it allows us to be more personable and develop stronger relationships with them. The use of email, internet, and information technology allows us to do things we wouldnt have dreamed of years ago. We can talk face to face with people while being continents apart, we can find information we need at the touch of a couple of buttons, and in return have become more productive, proficient, reliable, and better planners. Because we have increased our  productivity, and improved our performance due to the technology, we have become more profitable as a result. Resources: Ebert, R.J., Griffen, R.W. (2005) Business essentials (5th ed.) Upper Saddle River, NJ, Prentice Hall. Rooster Graphics International. (2000). Internet use by small business. Retrieved September 29, 2006, from Rooster Graphics website: http://www.rostergraphics.com/ADMIN/SBuse.html

Hamlet :: essays research papers

In the first section of the passage, Hamlet is filled with self-loathing. His feelings of worthlessness are made quite apparent as he questions himself with statements like â€Å"What is a man, if his chief good and market of his time be but to sleep and feed? A beast no more.† This metaphor clearly shows how unworthy Hamlet feels about the fact that he has been lying around doing nothing and his father remains unavenged. His use of unpleasant imagery like â€Å"bestial oblivion† and â€Å"fust† also contribute to his tone. Hamlet knows he has been thinking too much and acting too little. He questions his own courage when he says that his thoughts are â€Å" but one part wisdom and ever three parts coward.† Hamlet understands that pondering on an action like he has been doing only leads to excuses to ignore the offense done to him, and it is his fear creating the excuses and leaving his honor soiled. In the second section of the passage Hamlet is still angry at himself, especially when he views himself next to Fortinbras. He juxtaposes his own actions against Fortinbras’ in lines like â€Å"Why yet I live to say â€Å"This thing’s to do,† sith I have cause, and will, and strength, and means to do’t.† and â€Å"Witness this army of such mass and charge, led by a delicate and tender prince , whose spirit, with divine ambitioned puffed, makes mouths at the invisible event.† He continues to question his self worth as he sees the fact that Fortinbras is willing to spend 20,000 lives to gain honor in his â€Å"event,† while He himself has not been able to gather even enough courage take care of his â€Å"event† which is revenging his father. The comparison is clear Hamlet is a â€Å"coward† while Fortinbras is a brave â€Å"delicate and tender prince.† In the third section Hamlet finds the answer to the self questioning that has occurred in the first to passages. He realizes he must take action immediately and quit delaying. He understands the fact that â€Å"Rightly to be great is not to stir without great argument, but greatly to find quarrel in a straw when honor’s at stake.† Hamlet has much greater reason then â€Å"a straw† to be angry and a vivid picture of his reason for rage is painted in the line â€Å"a father killed, a mother stained, excitements of my reason and my blood, let all sleep, while to my shame I see the imminent death of twenty thousand men.

A Rationale for teaching the Foundation Subjects within Early Years and Primary Education

The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term crà ¨ches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, ye t focuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ₠¬â„¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the m ore noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106). Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time pe riod can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3).In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.9) The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Boys a nd Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school lea rning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in ord er to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.xii). Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around the m. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught. A Rationale for teaching the Foundation Subjects within Early Years and Primary Education The underlying basis for the inclusion of foundation subjects within early years and primary education might not be immediately apparent, particularly for first year students studying towards qualified teacher status. This essay will, therefore, unfold the reasons for this inclusion whilst including specific reference to the enclosure of history teaching.The National Curriculum (NC), introduced in 1988 and currently undergoing revision, consists of the core subjects: English, mathematics and science; compulsory at all key stages, and the foundation subjects: art, design technology (DT), geography, history, information and communication technology (ICT), modern foreign languages (MFL), music, personal, social and health education (PSHE) and physical education (PE); most of which are compulsory at one or more of the key stages (DfE, 2013).It is also important to remember that Religious Education is included within the basic curriculum and is legally bound to be taught, however children can forego the subject at their parents request. Since 2008 the Early Years Foundation Stage (EYFS) has become integrated within all childcare providers, except mother and toddler groups, nannies and short-term creches, and covers the welfare and development of children (BBC). This essay will not only demonstrate a rationale for the inclusion of foundation subjects in both the EYFS and NC, but also examine how history is developed into children’s learning through both stages.Boys and Spink (2008) believe the foundation subjects and RE ‘have the potential to be the most powerful, most meaningful and most relevant areas of learning for all learners’ (p. xii). Hoodless (2008) develops this further with history, stating â€Å"the most significant reason for teaching history in primary schools is that it motivates children and captures their imaginations† (p. 2). Both statements reflect on the importance of teaching history and other foundation subjects, yet f ocuses on extra-curricular benefits.History can lead to many cross-curricular links and it has been suggested by Davies and Redmond (1998) that teaching history in isolation ‘would be a horrible waste of universal discipline’ (p. 39). Looking at time-lines in history can help to develop mathematical skills, whereas art can be pulled in by the associations with drawing or painting ancient artefacts. Fines (2013) also believes in the importance of history due to its cross-curricular abilities, he says â€Å"history can contribute to learning across the whole spectrum of the curriculum and does so effectively† (p.6).As a core subject, mathematics is something that, when applicable, should always be integrated into a child’s learning. However, as a foundation subject itself, art is a skill which helps to develop children’s creativity and imagination, thus making art a valuable attribute that should be included when possible. Furthermore, childrenâ€℠¢s art work is often used as displays within schools; this way of celebrating work is a great way of boasting children’s confidence as well as giving them a sense of reward.This is vital for motivation, enthusiasm and inspiration which will encourage children to get involved in further learning and therefore learn more effectively (NASP, 2003). The NC is currently undergoing revision, due for implementation into schools in September 2014. Government says the review comes from the need to catch up with the world’s best education systems. Prime Minister, David Cameron says this â€Å"revolution in education† is vital for the country's economic affluence and that it should be written by experts and not restricted to ministers' â€Å"personal prejudices† (BBC, 2013).According to The Guardian (2013) changes will be welcome across the Key Stages (KS). However, it claims that for KS1, history will not differ too much from the previous NC and that ‘the more noticeable changes are in KS2’. Both Key Stages will see a new stress in the importance of chronological understanding. This is a result of the 2011 Ofsted report in which it states â€Å"although pupils in primary schools generally had good knowledge†¦their chronological understanding and their ability to make links across the knowledge they had gained were weaker† (p. 5).Ofsted (2011) claimed that this was due to ‘many primary teachers not having adequate subject knowledge’ (p. 4). This developed the need for the curriculum to ensure that pupils study an overview as well as in-depth topics. The old curriculum (2000) states that pupils should be taught the knowledge, skills and understanding through: a local history study; three British history studies; a European history study; a world history study (p. 106).Whereas the Programmes of Study for the revised curriculum (2013) shifts towards how history fits together and how events from one time period can affect another, maintaining that  teaching should combine overview with in-depth studies to aid pupils understanding on chronology (p. 3). In Ofsted-registered settings, children from birth to 5 years old work towards the EYFS as opposed to the NC. With regards to history, much of what this age range will learn comes from the ‘Knowledge and Understanding of the World’ aspect of the Early Learning Goals. It is expected that by the end of the foundation stage, children will ‘talk about past and present events in their own lives and in the lives of family members’ (DfE, 2012, p.  9)The EYFS understands that it would be unrealistic for such young children to fully comprehend the defined body of factual information that is history, however a development of finding out about changes and passage of time is not (O’Hara and O’Hara, 2001, p. 18). There are many story books that can reveal to young children a language that identifies a concept o f ‘long ago’. Stories such as ‘When Grandma Was Young’ (Humphrey, 2000), ‘Elmer and Grandpa Eldo’ (Mckee, 2001) and ‘My Granny is a Pirate’ (Mcdermid and Robins, 2012) can invoke interest with early years children and inspire them to become inquisitive about the past.It has been suggested that time means nothing to young children. However learning to ask and answer questions through story reading will enhance their concept history. Therefore continuing to do so through the Early Learning Goals will prepare children, entering at primary level, to appreciate the importance of history (Lunn and Bishop, 2004). It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013).Therefore it is important to prepare children for mo re challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p. 72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p. 72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult life, this alone is a fundamental reason for the inclusion of history in the NC (DfE, 2013).Hoodless (2008) believes that history offers a range opportunities to overcome barriers in learning, with specific reference to gender, class and ethnic and cultural backgrounds. She believes that there are many ways to teach history to make it inclusive to everyone and says that â€Å"inclusive practise involves treating each individual with respect, included them equally in whatever is taking place and responding appropriately to their different needs† (p. 140). She argues that history education can reach individuals in different ways because of the many approaches and strategies used to teach it.For example, a child who struggles to read can be given visual sources to aid their learning rather than long pieces of text, thus benefitting the child more (p. 135). Another underlying reason for teaching history is because of the opportunities it can give to children from minority ethnic and cultural backgrounds. Although sensitivity must be empathised, using cases of past civilisations to stimulate an identification of how prejudgments, such as racism, sexism or any other type of discrimination, arose can then contribute to eliminating them (p.  139).Boys and Spink (2008) expands on this by proposing that the history curriculum should be ‘culturally relevant to all pupils’ (p. 71). The United Kingdom has become a diverse multicultural society over the years. Consequently, Bo ys and Spink (2008) suggest that the NC study unit ‘Britain since 1948’ provides an opportunity to explore the Commonwealth immigration (p. 71). Exploring such a topic will provide children with an understanding of different culture’s arrivals into the United Kingdom which they might otherwise not ever be educated on.As part of the Professional Standards for qualified teacher status (QTS), teachers are expected to demonstrate that they are able to plan opportunities for children to learn in out-of-school environments (DfE, 2013, p. 8). Such settings as, museums, theatres, school visits, fieldwork and employment-based locations can all be used as a means for enriching children’s learning. From birth children are trying to make sense of their multi-sensory environment, making them active learners. To limit children’s learning to the classroom would be a shameful waste of the valuable resources that are on offer to enhance their education.Out-of-school learning helps to develop skills including decision-making, group work and critical thinking, all of which are key attributes to have. Hoodless et al. (2003) takes this further by saying that ‘the sensory experiences help all kinds of learner to remember and learn from the locality and its inhabitants’ (p. 136). Outside learning can be restricted to the school’s boundaries or the close localities and still offer the same benefits. The school itself can be studied for design elements that can be analysed to identify the age of the building.Taking a short walk out the school grounds can provide a wealth of people, building and landscapes that children can learn from. It is important to remember, however, the risk assessments that need to be carried out in order for these events to take place. In many cases consent from the parent will need to be given in order to take children out of school. It is also essential to prepare clearly structured learning objectives in order to achieve greatly from out-of-school learning and make the most of the time dedicated to such pedagogy (Hoodless, 2003, p.  137-140).Furthermore, with the threatened return of rickets in children recently, giving them more chances to study outside could prevent this. The Telegraph (2013) reported that the increase has come from children spending ‘too much time indoors on computers and gaming consoles’ which is why incorporating outdoor study into children’s learning will benefit them entirely. Finally, multiple reviews of the foundation subjects within the curriculum only reflect on the commitment for enriching children’s learning that government have (Boys and Spink, 2008, p.  xii).Foundation subjects influence cross-curricular and out-of-school learning, making them more appealing and beneficial for children. Additionally, Johnston (2002) talks of how young children [in the EYFS] develop knowledge of how the world works by exploring the world around them. She says â€Å"the wider their informal experiences, the broader and deeper will be their understandings† (p. 24). This suggests that the integration of foundation learning within the EYFS is the source of children’s initial understanding of the world they live in.The need to develop a sense of history learning in the EYFS has been addressed by looking at the importance of invoking interest about the past. Furthermore, Ofsted (2011) found that history was a ‘popular and successful subject, which many pupils enjoyed’ (p. 5). This statement alone could be the rationale for teaching history in primary schools. A subject that can captivate students and encourage them to learn more is an underlying reason for that subject to be taught.

Gender Inequalities Around The World - 993 Words

After doing research on gender inequalities around the world, I realized how bad a lot of countries are to women. Looking at the countries that have gender inequalities, I can see why they are not moving towards sustainability. In this essay, I will be providing detailed examples of how different countries treat their women and wives. In some countries, women and wives don’t have the right to travel without their husband or their closest male relative’s permission. In Egypt, Bahrain, and Syria, it is the husband’s right to stop their wives from traveling out of the country. All the husband needs to do is file a complaint at the airport to prevent his wife from leaving the country. The husband doesn t even need to give the airport any reason for why he doesn t want his wife traveling. In other countries like Iraq, Jordan, Morocco, Oman, and Yemen, the husband needs to provide written permission for their wives to travel. Lastly in Saudi Arabia, for an unmarried woman to travel they must have written permission from their closest male relative. This written permission is for leaving the country or traveling on public transportation between the different parts of the country. In South Asia and Sub-Saharan Africa, forty percent of women are married before their 18th birthday. The women don’t have the right to choice their husbands. Now in Pakistan, women’s marriages are arranged. The women are expected to accept this arrangement. If any women were to refuse their marriageShow MoreRelatedGender Inequality Around The World1437 Words   |  6 Pages Gender Inequality Around the World In his book Half the Sky: Turning Oppression into Opportunity for Women Worldwide, Nicholas D. Kristof said, â€Å"In the nineteenth century, the central moral challenge was slavery. In the twentieth century, it was the battle against totalitarianism. We believe that in this century the paramount moral challenge will be the struggle for gender equality around the world†. Although women have made great strides in gaining equality, females around the world are not treatedRead MoreGender Inequality : A Critical Issue That Affects Women s Rights1662 Words   |  7 PagesGender Inequality Research Paper Gender inequality is a critical issue that affects more women than their male counterparts all around the world. Gender inequality is a form of legal discrimination towards women’s rights. In order to progress and grow as a community and society, gender equality needs to be acknowledged. According to LISTVERSE, the top ten â€Å"extreme† examples of gender inequality towards women that exists around the world today, specifically in the Middle East and North Africa, areRead MoreGender Equality And Gender Inequality921 Words   |  4 PagesAccording to the dictionary, the definition of gender equality is the state in which access to rights or opportunities is unaffected by gender. Gender inequality is happening, where women have less control over resources, less power than males, and fewer opportunities across social, economic, and political life. Gender inequality is happening because of women’s physical difference in education, work pay and job opportunities, fa mily and culture, religion, and government. This is due to the stereotypicalRead MoreGender Inequality : A Critical Issue That Affects Women s Rights1665 Words   |  7 PagesProfessor Williamson 11/10/15 Gender Inequality Research Paper Gender inequality is a critical issue that affects more women than their male counterparts all around the world. Gender inequality is a form of legal discrimination towards women’s rights. In order to progress and grow as a community and society, gender equality needs to be acknowledged. According to LISTVERSE, the top ten â€Å"extreme† examples of gender inequality towards women that exists around the world today, specifically in the MiddleRead MoreGender Inequality And Gender Equality1667 Words   |  7 PagesGender inequality is the state in which access to rights or opportunities is affected by gender. Gender inequality is an issue not just nationally but globally. This issue is portrayed by the mistreating of individuals, mainly women, and not valuing everyone as one. 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Gender inequality refers to disproportionate dealing or assessmentsRead MoreGender Inequality, Functionalism and Symbolic Interactionism868 Words   |  4 PagesGender inequality refers to the inequality between men and women, or the unequal treatment or perception of a person based on his or her gender. Gender inequality is almost always prominent towards a female rather than towards a male. Women are seen as inferior to men in every country in the world. This form of society is called patriarchal and is one of this biggest issues in American society today. Patriarchy means that the country has a primarily male dominated society. Does anyone realizeRead MoreGender Inequality : A Feminist Perspective770 Words   |  4 Pagestopics of gender inequality become more and more popular in the society because a lot of reports show that many women are killed by bias on all over the world every year and women are hard to find a job in some places nowadays. 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The Interactions between Short-Term Memory and Long-Term...

The Interactions between Short-Term Memory and Long-Term Memory: What is the Messaging Protocol? 1. Introduction Computers store data in memory, and simulate human memory when they achieve this. It might be easy to predict the mechanism of how computer memory works, but the function of human memory is much more sophisticated. Basically, the role of memory is to retain information, store them and retrieve when it is necessary. According to Bunuel (1984), You have to begin to lose your memory, if only in bits and pieces, to realize that memory is what makes our lives. Life without memory is no life at all. Our memory is our coherence, our reason, our feeling, even our action. Without it, we are nothing (pp.4-5). This simply illustrates the†¦show more content†¦The first one is the episodic memory which is related to personal experiences while the second one is the semantic memory which is knowledge of words, concepts, symbols and objects. Surprisingly, cognitive researchers believe that short- term memory is a reflection of long-term memory. However, others argue that these two types of memory function differently. Thus, the link between STM and LTM is still a controversial issue. Since memory has been of interest to psycholinguists and researchers, many tend to decode the message passing between these two major components of memory. Is there a messaging protocol that may link both ? To what extent each one can affect the other? This paper analyzes the studies that have been conducted to look at the underlying relationship between STM and LTM through the demonstration of a body of research conducted in this field. 2. Retrieving from Short -Term Memory Information is stored in STM for a short period of time, and it is retrieved from there. Of course, there are processes that occur during such. There is a task introduced by Sternberg (2004) to determine the recall mechanism. In this task, a set of seven items is presented one at a time, and the participants go over a memory test item which is called a probe. The participants must decide whether this probe is on the set or not. Figure 1.1. Sternberg Task Diagram which is used to understand how people retrieve items fromShow MoreRelatedCissp Dictionary8729 Words   |  35 PagesACL. Accountability: The ability to associate users and rocesses with their actions (what a subject did). Accreditation: An official, written approval for the operation of a specific system in a specific environment as documented in a certification report. ACL (access control list): Lists the specific rights and permissions assigned to a subject for a given object. Address space: Specifies where memory is located in a computer system. 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Romeo And Juliet Film Review - 655 Words

Don’t Hang Up Philosophy –Philosophy Can Make A Movie Film: Romeo and Juliet Director: Baz Luhrmann Stars: Leonardo DiCaprio amp; Claire Danes Plot: Two lovers of rival, disputing families take their lives. Rating: Reviewer: Claire Ginn Welcome to Verona Beach, a sexy, violent other-world, neither future nor past, ruled by two rival families, the Montagues and the Capulets... So begins Baz Luhrmann’s production of Shakespeares beloved play, quot;Romeo and Juliet,quot; from the famous opening line of quot;Two Households both alike in dignity..quot; to the tragic end, the viewer is whisked away into the ‘depths’ of heightened realism in the world of Verona Beach. Casting includes Claire Danes and Leonardo DiCaprio as Romeo and†¦show more content†¦Lots of music, fast cuts, fantastic cinematography and superb sets and costumes make it the lively tale it was meant to be. These features also make the film somewhat cartoon-like with a lot of heightened realism. Dont expect to see British people prancing around in tights when you rent this one. Luhrmann creates a world where gun-toting youths sport Hawaiian shirts and beachfront brawls are an everyday event. Purists may hesitate, but the film uses its modern setting to its full potential and should be required viewing for any director who looks to put a modern spin on the 400-year- old play. Capulet and Montague become warring Mafia leaders, the Prince of Verona is a police chief trying to overcome the violence, and television anchors represent Shakespeares traditional chorus. Other, more subtle narrative devices work equally as well. No modern audience could mistake the significance of the quot;attempted deliveryquot; post-it that falls off the door, never to be found. This isnt just an update; director Baz Luhrmann has created a savvy exploitation of the film medium that assists the audience with Shakespeare’s dated language. Giving the classic play this modern twist makes for a new understanding of the text and brings the feud between the Montagues and the Capulets to a whole new, dramatic level. Shakespeare may be rolling around in his grave after seeing this film, but English classes all over the world can breathe a little easier when it comes time to takeShow MoreRelatedRomeo And Juliet Film Analysis1647 Words   |  7 PagesDavies, Anthony. The film versions of Romeo and Juliet, Shakespeare Survey 49(1996):153-162 Web. 22 May 2017. 1. In this Journal articles by Anthony Davies, he attempts to trace, compare, and analyze the play of Romeo Juliet’s life throughout cinema. To do this, Anthony does a close reading of four different films directed by Cukor, Zeffirelli, Alvin Rakoff, and the BBC. 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Strategic Management Theory and Practice

Question: Discuss about the Strategic Management Theory and Practice. Answer: Introduction Strategic management is very crucial for managing all the business operations in any organization (David David, 2016). The objectives of the organization are attaining global recognition, meeting the customers satisfaction and achieving maximum profit by their business operations. The company had to make sure that they achieve all these without harming the environment and breaking rules and regulations of the government. Strategic management helps in forming strategies and plans that would be helpful for meeting their expectations and attaining their goals (Hill, Jones Schilling, 2014). It is very crucial for managing the business flow and helps in taking effective decisions for the organization. The essay is the study of strategic management and business operations on a particular organization. PepsiCo has been selected for analysing the business management using different marketing tools. The internal analysis of PepsiCo has been done using the SWOT analysis and the external analysis has been done using Porters five forces and PESTLE analysis (Das, 2015). The operations of PepsiCo have been analysed by using various ethical theories. The implementation of theories on the business strategies of PepsiCo would help in understanding the role of management theories on any organization. The essay concludes by suggesting some recommendations for business development and improving strategic management. Analysing PepsiCo for strategic management Overview of company: PepsiCo has been a worldwide recognized company since the 19th century. PepsiCo has formed a concise mission statement that takes care of the needs of employees, consumers and shareholders (Who We Are PepsiCo, 2016). The company clearly offers absolute clarity at what they intend to do. They have committed their operations to four principles of operations, 1. Successfully driving the local market 2. Getting results by acting at the very instant 3. Setting targets and achieving them 4. Respecting each other The company ensures that they build relationship with their customers. The employees of PepsiCo are expected to perform based on these principles (Brands You Love PepsiCo, 2016). The primary objective of PepsiCo can be classified into three subheadings compete with the local rivals, get renowned all over the globe, and have visible leadership community. Figure 1: Logo of PepsiCo (Source: Brands You Love PepsiCo, 2016) Strategic Management of PepsiCo: The strategic management of PepsiCo can be understood by analysing the corporate resources and strategic tools for their operations. The marketing of PepsiCo has put their pressure on the towards teenage crowd and their advertising marketing depends on factors like music, sports, entertainment and other niche market sponsors (Rothaermel, 2015). The product marketing of PepsiCo has the same values as in their corporate quality. Moreover, PepsiCo also sponsors in many athletic events. However, their competitors have captured the large markets that are not focused on their business operations and strategies. PepsiCo could have used some strategies for bringing more customers in their organization (Moss Kanter et al., 2012). On the contrary, the focus of PepsiCo on young crowd would enable them in capturing a crowd that would last long and thrive over the passage of time. Figure 2: Business Operation Centres of PepsiCo (Source: Moss Kanter et al., 2012, pp-412) Mission and Vision of PepsiCo: The Company has incorporated its mission for making themselves as one of the most premium consumer food product companies that focuses on convenient food and beverages (Choudhary, 2013). They strive for making healthy rewards from managerial and financial point of view. The Company also wants to increase its share values for the profit of their stakeholders. PepsiCo has provided opportunities to grow and enrich their employees. It can be achieved by sales growth, cost controls, and resource investment. PepsiCo believes that their commercial success is dependent on quality and value deliverance to their customers. Their products are safe, economically wholesome, efficient and environmental friendly. It has helped them in achieving integration of high standards in their operations. Objectives of PepsiCo: The Company has concentrated for growth of their business by carefully selecting acquisitions and partners. PepsiCo has introduced a plan for growing continuously by addressing the risk associated and opportunities in the global market operations (Tognetti, Grosse-Ruyken Wagner, 2015). They have contributed for increasing the quality of life in their communities. The policy of PepsiCo has been implemented for supporting the social agency, project, and program. The company is responsible for giving program that incorporates support to the employees for volunteering activities. SWOT Analysis of PepsiCo: The internal analysis of PepsiCo can be done by applying the SWOT analysis tool. It would help in understanding the strengths, weaknesses, opportunities, and threats to the company. PepsiCo has strong brand equity and is renowned globally and moreover, the company has an innovative structure because of the strength of top management (Mohammed, 2014). The company has ethical stability and they have formed a sustainable organization following corporate social responsibility. The products of PepsiCo are somewhat expensive when compared to similar products of other companies. Their production cost is high as they have to modify their manufacturing process with the help of innovative technology (Mendonca, 2013). It would help them to meet the requirements of the customers. PepsiCo has experienced lack of focus in their products as they are introducing newer products at regular interval. There are productivity issues and weak structure of distribution for the prod ucts of PepsiCo. The company shares the market with Coca-Cola. They are the biggest organization for food and beverage industry (Bogdanov, 2015). PepsiCo has owned wide variety of products in their brand for offering the customers with largest options of selection. The competition is the biggest threat to PepsiCo. Many smaller companies have started opposition against their market capture. The company has faced many cases for recalling of product. Figure 3: SWOT analysis of PepsiCo (Source: Bogdanov, 2015, pp-19) Figure 4: PESTLE Analysis of PepsiCo (Source: Chhabra Kiran, 2015, pp-121) PESTLE Analysis of PepsiCo: Political factors have a major role for shaping the operations of company. They have to make good policies for forming effective internal control in their operations. The employee incentive policy has helped PepsiCofor forming compliance with the law (Chhabra Kiran, 2015). The Company has to abide by the laws and rules formed by the government of state. Economic factors like recession and high per capita income also have a great role for deciding the business operations. Inflation had a negative effect on the financial position of the company. PepsiCohas operated and formed great social and cultural operations for promoting different patterns of consumption. It would help PepsiCo in forming a healthier workspace and new opportunities in market development. PepsiCohas targeted their customers on the basis of the age group that consume snacks and drinks (Mendonca, 2013). The young generation has been targeted for products like chips and soft drinks while th e products like Quaker oats have been developed for adults. Technological factors also have a crucial role in determining the business prospects and it is imperative for staying ahead in terms of breakthroughs. The company requires highly modified and mechanized technological tools for assembling them on line designing. The use of internet has helped in opening further market for PepsiCo (Chhabra Kiran, 2015). Legal hindrance from the sustainability issues and environmental problems are the major causes that could affect PepsiCo. Competitor Analysis of PepsiCo: The Company faces strong rivalry from Coca-cola and Kraft in food and beverages industry. The table for competitor analysis of PepsiCohas been provided below. Factor of Comparison PepsiCo Coca-Cola Kraft Market capture 110.85B 163.46B 31.92B Revenue growth quarterly 0.02 0.01 0.03 Employees Over 300K Over 650K Approx 50K Gross margin 0.53 0.62 0.31 Operation margin 0.14 0.21 0.181 Estimated product sales 3.71M 4.02M 1.91M Production estimated growth (in five years) 4.03 2.03 2.66 Table 1: Competitor analysis of PepsiCo (Source: Muzumdar, 2014) Porters five forces model of PepsiCo: Rivalry among existing competitors is very high for PepsiCo. The companies like Coca-Cola and Kraft have caused heavy competition for PepsiCoby capturing major portions of their market (Tanwar, 2013). Coca-cola has a wide variety of products and beverages under its brand name that has resulted in declining the sales of PepsiCoproducts. Bargaining power of buyers for PepsiCo is high. The presence of many competitors and substitute products has resulted in increasing the buyers scope for bargaining. Beverage industry is price sensitive and the companies cannot charge high prices as there are many choices of products. Bargaining power of suppliers is low for PepsiCo (Caplan, Dutta Lawson, 2016). There are number of suppliers present in the market. Hence, the suppliers have to ensure retaining of huge customer like PepsiCo. Threat of substitute is high as there are number of rival companies and other products in the market. The rival of PepsiCois Coca-cola that provides almost similar products to customers. Hence degree of rivalry is high for operations in the market of PepsiCo. The threat of new entrants is low for PepsiCo. There is no scope for forming new company with Coca-cola and PepsiCo (Tanwar, 2013). They own the largest share of the market. The initial cost for setting up beverage industry is very high. Hence it is not possible for forming new company for food and beverage processing. Porters five forces Degree (high or low) Reasons Degree of rivalry Very high Companies like Coca-Cola and Kraft has cause heavy competition for PepsiCo. They have captured major market shares. Bargaining power of buyers High Presence of many competitors and substitute products has resulted in increasing the buyers scope for bargaining. Bargaining power of suppliers Low Presence of number of suppliers has caused low bargaining power. Threat of substitute High Number of rival companies and other products in the market. Threat of new entrants Low No scope for forming new company Figure 5: Porters five forces analysis of PepsiCo (Source: Tanwar, 2013, pp-15) Applying theories for strategic management for PepsiCo: There are many theories prevalent in strategic market analysis. Some of them are profit maximizing theory, competition based theory, resource based theory, survival based theory, agency based theory, and contingency theory (Hill, Jones Schilling, 2014). Profit maximizing theory is based on the concept maximization of profit on long term in an organization. Competition based theory helps in forming competitive advantages over the business rivals. Resource based theory has been formed by using the principles of source management. The capabilities of the firm and internal resources are responsible for determining the competitive advantage of the company. Survival based theory helps in deciding the various function and steps that are needed for the company to survive the current changed market condition. Agency based theory is useful for putting stress on the relationship between stakeholders and managers. It is necessary for succe ssful operations of business (David David, 2016). The contingency theory helps in drawing the idea for surrogacy planning. If any one of the plan or strategy fails to generate expected outcome, surrogate planning would help in minimizing the bad harm. Profit maximization theory in PepsiCo: The Company has chopped over 8000 jobs for boosting the marketing budget. Management of PepsiCo has formed strategies for implementing new cost savings techniques in their business operations. It is important for recognizing the effect of business operations from financial point of view (Tisdell, 2015). It would help in determining the profit margin of company. The various decisions taken by the management of PepsiCo helps in ensuring the product to be pushed for promotion, price that should be charged, and reducing the manufacturing cost. All these helps in ensuring the profit scale of the company. Profit maximization sometimes has bad effects on the estimation of cost and revenues. It becomes impossible for calculation of costing factor for each and every operation in the company (Henderson, 2014). However some methods can be used for determining the effective cost of their products. Trial and error method, evaluation of successful projects, rule of thumb for priority decision, and blind luck for assuming the best way are some of the ways that could be used for estimating cost and profit measurement. Human Resource Theory in PepsiCo: The human resource management is very important for any organization. The management theory has many benefits and limitations for PepsiCo. Management of PepsiCofocuses for acquainting and with the retention of highly skilled employees (Bratton Gold, 2012). The company can be benefited by the HR planning and it would help them in retaining their position in the global market. The security of the employment can be provided by the management of human resources. The workers should be trained to not be distracted from their work. Job analysis is a feature of human resource that can be used for determining the skills and duties of the employees. HR managers are responsible for deciding and processing the recruitment of staffs. PepsiCo has introduced performance appraisal for motivating the employees and increasing their performance. It would be helpful for achieving the goal of the company. The HR department of PepsiCo consider the employees as their asse ts and take care of their health and satisfaction. The HR program in PepsiCo includes one to one mentoring, self study mentoring and group mentoring (Henderson, 2014). These mentoring processes are helpful for developing, coaching, feedback, diverse thinking, and cross functional studying of the trainees. Contingency Theory in PepsiCo: The Company has focused on the growth of their business structure. Various management strategies and planning have been developed for attaining maximum profit from the market (Fiedler, 2015). However, there are many cases when the plan for operation fails to achieve the goal. In those cases, contingency planning can be used for nullifying the affect of failed planning. It helps in addressing all the issues of business operations. The contingency planning of PepsiCois customizable in nature. They have gained experience from their previous disputes and issues. The contingency planning helps in three fold aspects of business operations. It would help PepsiCo in understanding that there is no single way for managing people and operations in their organization (Henderson, 2014). The managers of PepsiCo can use it for analysing various situational and individual prospects of deciding their course of action. Planning development- The labour dispute requires consultants for assisting them in development of planning from every aspect of operations (Leigh Blakely, 2013). The structure helped them in forming detail strategy and tactic. Plan facilitation- PepsiCohad formed for the need of objective assessment for completely developing plan (Harman Albright, 2014). The entire management of PepsiCowill meet the requirements of forming solutions to specifically strike problems. Recommendations for improving the management of PepsiCo:The management system of PepsiCo can be benefited largely by forming new strategies for development. The management theory in PepsiCo can be improved by following some points. Human Resource Approach The human resource approach for strategic management has applied the psychological aspects of human in organization management. It has emphasized on the prospect of managing people by understanding their needs. Hawthorne, McGregors X and Y theory, and Maslows hierarchy of needs are some of the contributors to this approach (Armstrong Taylor, 2014). Hence, PepsiCo can use this approach in strategy management for motivating its employees. These theories would be helpful to PepsiCo for meeting the employees satisfaction level and encouraging them for better performance. Quantitative approach- The quantitative approach emphasizes on the group methods for deciding the business processes. The decision making can be really benefited by using this approach for strategic management of PepsiCo. It can be referred to as a science of operational research. The tools included in this approach are statistics, decision tree, linear programming and network analysis (Ramondo, 2014). These tools can be really helpful for PepsiCo in their business operations. The quality control and inventory management are also included in this approach. Classical approach- The classical approach for management system can help PepsiCo in encompassing the science of management and administration (Bauer et al., 2015). It would help in increasing the productivity of the company. The motivation of an individual worker has been concerned in this approach. It uses the management principles for managing and structuring the organization. Hence, PepsiCo can use this approach of strategic management for improving its productivity. Conclusion The essay has shown the use of strategic management in any business organization. The company used for analysis was PepsiCo and it is one of the largest food and beverage industry of the world. The analysis has shown that strategic management is very crucial in every aspect of business organization. The mission, vision and objectives of the company can be achieved by utilizing the strategic management processes. Proper and effective planning is very important for risk managing and competitive gain. The marketing tools have been used for understanding the management of PepsiCo. These tools have shown that the strength and weakness of PepsiCo are brand equity and competitors respectively. The main objective of PepsiCo is to achieve a global dominance in food and beverage industry. It can be done by developing their current strategies and forming some new strategies in their production and promotion sector. The strategic objectives in PepsiCo have been used for addressing to deal with m ost of the problems and issues that can arise in their operations. The demand and supply of PepsiCo products could be managed by forming effective marketing and promotional offers. The company has also invested in food chains for promoting their event among common people. References Armstrong, M., Taylor, S. (2014).Armstrong's handbook of human resource management practice. Kogan Page Publishers. Bauer, B., Wecker, D., Millis, A. J., Hastings, M. B., Troyer, M. (2015). Hybrid quantum-classical approach to correlated materials.arXiv preprint arXiv:1510.03859. Bogdanov, A. (2015). METHODS FOR ANALYSIS of LOGISTICS Systems.ASSOCIATION SCIENTIFIC and APPLIED Research,4, 19. Brands You Love - PepsiCo. (2016).Pepsico.com. 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