Extreme sports risky but worth it? Essay

Imagine the feeling of accomplishment, the adrenaline rush, and the overall thrill of participating in an extreme sport for the first time. Whether it be skydiving or successfully landing a jump on your snowboard or skis for the first time. Extreme sports are all about big risk, and big reward. To me there are four categories of extreme sports the ones performed in the air, water, on the ground, or on the snow. They can vary from mountain biking or jumping out of a plane with nothing but a parachute attached to your back. To some people, they see extreme sports as an unnecessary risk. But to others these high risk sports are there passion and they couldn’t see life without it. I remember the first time I went snowboarding and I didn’t see the point, I thought it was boring and I wondered how people could enjoy it. But this was only because I wasn’t good at it, and because of that I was frustrated. Once I made that very first run down the hill without falling, tha t was awesome, it was a huge confidence booster and it was kind of like hearing the Beatles for the first time, simply amazing. Looking back now I am very happy that I decided to get back on the board and teach myself how to ride because it is currently one of my most favourite things to do. I enjoy it so much because now when I am racing down a hill it feels so refreshing, regenerating, and rejuvenating. I still remember the first time I landed a jump and the thrill and rush that came with it, I just wanted to do it again and again, and at that point I wasn’t worried about any of the risks involved with landing that jump, because everything felt so†¦Ã¢â‚¬ ¦ worth it. Many people have been badly injured doing extreme sports, for example; Jeb Corliss who was base jumping in a wing suit in South Africa when he crashed into some rocks at 120 mph and suffered devastating injuries and several broken bones. He made a full recovery and went right back out to base jumping about 4 months after the accident. Kevin Pearce is a snowboarder who was trying to perfect a trick in the half-pipe ended up suffering a traumatic brain injury. Doctors weren’t sure that he would ever regain the ability to walk again. Not only did he learn to walk again, but in only two years he was back out on the slopes. Bethany Hamilton is a surfer who came face to face with death after she lost her left arm to a shark while surfing in Hawaii. She is now back out on the water surfing with only one arm. To these extreme athletes they have a passion for the sport  and they have gone through severe injuries in which they recovered or only have one arm. Yet even going through those experiences they still want to get back on their board or in the air with their wing-suit to continue to do what they love doing. They rather take the risk with their sport then stop the sport completely, because to them the benefits o utweigh the risks. The number one reason I think that people don’t try an extreme sport in their life is that they don’t want to be putting there selves at risk, because to them there is no reward, because they have never felt what its like to have an adrenaline rush or that they aren’t thrill seekers. All it takes is education on the sport and how to stay safe while doing the sport, what kind of gear is needed and what type of training they should go through beforehand. It is also important to know the risks and the dangers of what your doing and how to react to those types of situations. It is also important to know that you can never be too safe. I think that if we all get out one day and try something extreme or out of our comfort zones, afterwards we will like it and get the I want more kind of feeling. At that point I think the benefits of the extreme sport outweigh the risks.

Should College Education be free in America

All three of the research topics that I chose are very important to me. However the one topic that really stands out in my mind is, â€Å"should college education be free in the United States? † One reason this topic stands out to me, I believe America spends too much money importing goods. Especially goods that require some form of technology such as cell phones and gaming systems. The list goes on. I feel that if we train Americans to build these technologies, it will create more jobs, henceforth, reducing unemployment.This brings me to the second most important reason why I feel that college education should be free in the United States. Educated people build a strong economy. Our great nation will benefit by making college education free in the U. S. , to citizens and anyone who’s rightfully living in our country. Not all who graduate from high school are gifted enough to receive a scholarship to attend college, or are fortunate to have parents afford to pay for the ir college education. This can be discouraging for young men or women who want to be successful, however don’t have the means.What about the working adult that wants to complete their degree so that they can be a role model to their children? Unfortunately, they don’t have the finances to go back school. It becomes a double jeopardy life sentence for that high school graduate with no means of furthering their education or that parent that wants to go back to school. Not able to pursue a college degree and most likely earning less money than a college graduate. Consequently, men and women with none too little college education tend to earn less money throughout their lifetime than men or women who have a degree.According to howtoedu. org, (first line of second paragraph) â€Å"over the course or working 40 years, someone with a high school diploma will make $1,116,600 while someone with a bachelor’s degree will make $2,048,204†. According to an article wri tten by the American Public Media titled â€Å"The Value of a College Degree† (second paragraph), â€Å"People who don't get some kind of post-secondary education are quickly falling out of the American middle class†. I feel that our government spends more money in other areas that are unnecessary such as war. The money that the U. S.  government spends on war should be allocated to more important areas such as education.There are different deterring factors that prevent people from pursuing a higher education or completing their degree. The most important is the cost. According to the consumer financial protection bureau, the standard repayment schedule for a college education is 120 months (10 years). By making college education free, the American people will be more qualified for good paying jobs. This will also help in creating new jobs. The money that would be spent on paying back school loans, could be used to purchase homes.This is a perfect example for buildi ng a stronger economy. The method of research that I plan to use to support my thesis are, online articles via credible websites. These resources will reveal the relevance of making college education free in America. My resources will declare that free education will help create more jobs, therefore reducing unemployment; and it will benefit in giving qualified people work with higher compensation. Finally, these resources will bring to light, that more jobs with higher paying compensation builds a stronger economy. All do to making college education free in America.

Biology - Microbiology Essay Example | Topics and Well Written Essays - 1250 words

Biology - Microbiology - Essay Example It is therefore essential to understand the microbes linked with the commodities we use in our everyday life. Microorganism vary widely in morphology displaying spherical, rod like or spiral shapes. One of the significant feature that is universal despite their appearances is they divide through binary fission. The cell grows to twice its size, DNA, the genetic material replicates and then the cell divides into two like cells which share the same genotype as the parent cell. The two newly formed cells are called the daughter cells as they receive one copy of each replicated DNA. Since the two daughter cells are genetically similar they are referred as clones. Cells descending from the parent cell form a mass of cells on the solid surface, agar plates and are known as colony. The colony is derived from a single cell and this is referred as colony forming unit (CFU) (Stanier, 1986). The cell divides into two new cells and then these two cells give rise to four new cells which eventuall y divides to form eight cells establishing a mathematical series called 1, 2, 4, 8, 16, 32, 64,... which can be expressed as 20, 21, 22, 23, 24,...with a base of 2. Such series is called the exponential series and the growth curve obtained displaying bacterial growth is called exponential growth curve highlighting the fact that bacterial population increases rapidly and possess short generation time equivalent to 30 minutes. With such a rapid pace of cell division the population of bacteria grows two fold in one hour and 16 fold in mere two hours. If the trend continues the population may attain trillion fold, but there is a check mechanism that limits the bacterial growth. Thus, instead of a constant steady rise in the population of bacterial cells, the bacterial growth curve displays four phases- A. The lag phase- It is the primary phase after the bacterial cells are inoculated in the growth medium. In this phase the bacterial cells do not divide, instead they prepare themselves w ith high metabolic rate for the cell division. If the nutrients are sufficient to support the growth and cellular requirements, the lag phase may be short. If the medium of inoculation is poor in nutrient requirement of the cell the time taken by the cells to prepare themselves to onset cell division, the cells are required to produce amino acids and vitamins, the bacterial growth displays long lag phase; as after active metabolism only the cells begin DNA replication. This is a preparatory step for the second phase of growth (Stanier, 1986). B. The log or the exponential phase of growth- In this phase the cells display rapid cell division. The time taken by the cells to produce daughter cells is regarded as the generation time. This phase is depicted as the steep rise in the bacterial growth. The generation time could be calculated by pointing two points on the straight line and calculating the time required to attain the same. However, the generation time depends on various factor s encompassing the organism, the growth medium as well the given temperature. Thus generation time varies between different bacterial species. Estimations reveal that fastest growing organisms have generation time of 15- 20 min under optimal growth provisions (Stanier, 1986). C. The stationary phase- in this phase the metabolism slows down and cells cease rapid cell division. Cells display declining metabolism as well as the rapid pace of cell division also reduces. Stationary phase is initiated by the altered

Essay #3 advertisement Example | Topics and Well Written Essays - 500 words

#3 advertisement - Essay Example This paper argues, however, that these attempts are more focused on capturing a broader audience, without truly advocating racial diversity in the modeling industry and society, in general. Advertising on magazines reflect ethnic ambiguity to send the message that companies embrace racial diversity, although their choices of models and manicured pictures reveal the fallacy of promoting racial diversity. Magazine advertisements increasingly employ ethnically ambiguous models to send the message that companies promote racial diversity, which is critical to their bottom-line. In Pimps Up, Hos Down: Hip Hops Hold on Young Black Women, Sharpley-Whiting discusses the rise of ethnically ambiguous models in print and TV ads. Fashion magazine editors, for instance, believe that â€Å"race mixing† is the new model standard (Sharpley-Whiting 30). In the journal article â€Å"Consumer Magazine Advertisement Portrayal of Models by Race in the US: An Assessment,† Peterson examines models from different races in consumer magazines. She discovers that for these advertisements, minority models are projected positively and in increasing numbers. Hopper, in Understanding Cultural Globalization, explores globalization and its effect on cultural hybridization (146). For him, many companies find it beneficial to use models that have â€Å"cross-over appeals,† so that a larger market can be attracted to its products (Hopper 146). Numerous advertisement images are more directed toward broad audiences, because if narrowly-defined audiences were more targeted, models would be more representative of their ethnic/racial groups. Either way, the company’s agenda is economic in nature. These advertising measures are mere tactics, however, that expose their unease in featuring darkly-colored models. Osei-Kofi, in the article â€Å"Multiracialization, Mixing, and Media Pedagogy,† asserts that that racial ambiguity serves commercial purposes more

DB 4 Research Paper Example | Topics and Well Written Essays - 500 words

DB 4 - Research Paper Example Also, in many cases, the frontline managers of the organization were exceeding the approved labor budgets on a frequent basis as they were facing tremendous issues in measuring the level of productivity of the employees. The company was also facing problems in data integrity as there was a dearth of digitization of data reports at various levels of the organization. To deal with the multiple discrepancies plaguing the organization, Con-way Inc focused on implementing the Kronos Workforce Central solution suite. The main objectives behind the implementation of the organization specific solution suite was to eradicate discrepancies in employee payment as well as to equip the managers of the organization with better visibility and control over important labor metrics that are essential to manage facilities and costs of labor. It is important to highlight that after the implementation of the solution suite throughout the organization, the management gained control in various key metrics like overtime, employee attendance as well as productivity and thereby became highly effective in administering new policies throughout the organization (kronos.com, 2014). The case study of priority implementation of IT in the American subsidiary of Volkswagen brought in to focus that there can be three different types of technological applications that can be designed for an organization. The three types of organization namely based enterprise IT platform, enterprise applications and customized point solutions were prioritized on the basis of the needs that they fulfill in a particular organization (Austin, Ritchie and Gargett, 2007). Now in relating the Con-way example of implementation of the company specific solution suite, it has to be stated that the priority was given in the development of enterprise applications, the main focus of which was to eradicate errors and boost organizational productivity. It

Humanities Ethics Coursework Example | Topics and Well Written Essays - 1250 words - 3

Humanities Ethics - Coursework Example He notes than humans use this criterion as a moral importance that they believe succeeds in excluding all animals and including all humans. He points variations that exist among humans themselves that sometimes could undermine the essence of equality among human beings themselves. For instance, he argues that there exist essential differences among humans such as different sizes and shapes, different intellectual abilities, differing moral capacities, differences in ability to communicate effectively, different capacities to experience pain and pleasure, differences in the amount of benevolent feeling and sensitivity towards others. According to singer, humans equally have differences as mentioned hence it could be incredibly erroneous to assert that there should be equality among humans when the differences are profound. In other words, Singer posits that humans then, have only a common ground in which they share a fundamental characteristic. That is, all human beings belong to the species of Homo sapiens. So the existence in the human species confers the moral responsibility of humans to control the lives of other non-human beings. He considers this understanding arbitrary and that human beings should not take advantage on the difference that exist among groups to see themselves as morally important. According to him, â€Å"speciesism† exists and human beings have hijacked the differences in species to confer among themselves moral importance vis-a-vis that of animals (White, 328). Scruton would almost go contrary to the assertions of Singer. But certain distinction need to be made in Singer’s argument, he defends animals and demand that there should be equality. This simply does not mean that animal right should be exactly comparable to that of humans, or to any extent supersedes that of human. Scruton believes that it may be essential to defend the life and rights of animals but, he makes an emphasis that doing so at the expense of human life makes no sense. He believes that human beings have interests while non-humans do not have interests. They may feel the same pain and pleasure but that ends just there, while humans tend to look at the outcome or how certain actions would impact on them. He then believes that it is not appropriate my any mean feat to terrorize the lives of humans for the sake of protecting the interests of animals. On his radar is the Animal Liberation Front in Britain, which he sites as the most dangerous terrorist groups. He also criticizes the Parliament for acting as if they are the representatives of animals. 2. Human â€Å"animal use† runs the gamut from use for food, research, recreation (fighting/hunting), to protection. How would you differentiate between killing bacteria (antibiotics), cockroaches (bug spray), or a rogue tiger, where they pose a real danger to humans? What about using animals in medical research that may save human lives, although the animals may suffer, or die? Shou ld all living things be grouped together under the same rules? Explain. There are very serious moral issues that Scruton cites with relation to animal rights. For instance, he uses the example of fur trade that has seen serious resistance from animal activists. He also cites the situation the Oxford Professor,

Nissan United Kingdom Ltd Case Study Example | Topics and Well Written Essays - 1250 words

Nissan United Kingdom Ltd - Case Study Example At the onset of the distributorship agreement, the two companies enjoyed a significantly good relationship. Nissan M.C took more time to observe and influence the operations of Datsun U.K, encouraging it to reinvest its profit. It even amended the automatic renewal clause of the distribution agreement and increased it from three years to five years. The relationship between the three main leaders, Octav Botnar of Datsun U.K., chairman Katsuji Kawamata and president Takashi Ishihara of Nissan M.C was healthy. The leadership style adopted by both Nissan U.K and Nissan M.CThe abrasive leadership style of Botnar was the mean reason behind the success of Datsun U.K. Similarly the leadership provided by Takashi Ishihara, the president of Nissan M.C was supportive. Botnar could refer any operational difficulties he faced directly to Ishihara. This provided a conducive environment for the growth of both companies. While Bonnar's leadership was aggressive, Ishihara’s management decisio n-making was purely on seniority. This meant that those with more seniority got to work in more important roles. This is another key issue evident in the study here. An establishment of a new manufacturing facility in the U.K was motivated by the strong market in the U.K. The negotiations began in early in the mid-1980s between Octav Botnar, Nissan M.C officials and the U.K minister of state. By end of 1986 operations began in Sunderland. The new stanza model was the first to be made here and by 1993 the annual turnover was 300,000 cars.

Benefits & Compensations Task 2 Essay Example | Topics and Well Written Essays - 1000 words

Benefits & Compensations Task 2 - Essay Example The standard pay for a software developers, programmer and engineers is $71k per annum. In order to be on the safe side and retain the employees the company should give a compensation of $ 71 K per annum to the software experts. Te sales representative should have a fixed salary of $ 51 K per annum. In the company the lowest earning employee should earn at least $ 29 K per annum. The lowest paid employee should be the administrative manager in charge of company’s records and processing of orders placed by the customers. The marketing specialist should pocket at least $ 51 k per annum. For motivation purposes, the sales representative should be given commission of the sales they make in addition of the total salary they take home. In addition to the salary, workers should be given a part time bonus in order to motivate workers to work more hours. The bonuses should be range from $ 200 to $ 400 per hour depending on the profession. The bonuses will serve as a motivation factor i n which employees will be ready to work even old hours of the day. Some companies do not provide part time bonuses and if YLSS gives out the bonuses the employees will not be willing to leave the organization. Each employee in the company should also enjoy other benefits like health insurance, PTO and life insurance. The company should pay the insurance for the employee (PayScale, 2015). The pay-policy is aimed at making sure that the employees are satisfied and remain focused to YLSS. The benefits and salary given to the employee will enable the workers to be motivated and provide services for many years. The insurance cover will serve as a security to make sure that employees can be treated when they get sick and return back to work. The salary proposed is the highest in the market and employees will not be tempted to find job in other companies. YLSS should have more benefits than the competitors as listed in the recommendation above in

Multi Media buy Rationale Essay Example | Topics and Well Written Essays - 2250 words

Multi Media buy Rationale - Essay Example Each medium had a budget of $214,000 for April, giving a total of $642,000. During the months of May and June, each had a budget of $143,000 giving a total of $429,000. This gives a total budget of $1,500,000. Tactics for Magazines: The MNI networks for the different packages are presented below, with their respective median age, female % and median HHI. It was concluded from the tables that female population played a big role in these magazines. The Ad Size of these magazines was full page, full colors were used to design their pages. According to the budget and calculations, it was concluded that the magazines to be included in the April budget were: Beauty, Style&Design, Family, Healthy Living, Luxury and Entertainment. The magazines to be included in the May and June budget were Beauty, Style&Design, Family and Healthy Living. The Weekly Broadcast TV Expenditures are shown in the table below. Most of the budget goes to the prime day time. For the introductory period (April), the Net budget per week was $53,500 and the Gross budget per week was $62,943. For the Sustaining period (May & June) the Net budget per week was $31,778 and the Gross budget per week was $37,387. April had 36 spots per week, consuming $59,760 from the April gross weekly budget. The sustaining period of May and June had 22 spots per week, consuming a total of $33,200 from the gross weekly

Nostalgia in Amitava Kumar's BombayLondonNew York Essay

Nostalgia in Amitava Kumar's BombayLondonNew York - Essay Example Said emerges not just as an intellectual giant, but also a deeply passionate man. The requirement f leaving one's place f orign and move from the periphery towards the centre, combined with the compulsion to look back and travel; homewards n a bid to understand one's history, is the force that drives much f recent Indian writing n English. The name Kumar has selected for his book signifies the journey that both he and his fellow writers have made, the distances they have traversed and the literary signposts they have passed. It happens often that compositions f exemplary character and intuition do not receive the desired attention from their creators. Sir Arthur Conan Doyle wrote Sherlock Holmes mysteries on a lark but tired f his detective, had him killed n a story, only to refresh him agan after a public outrage. A similar overlooking f one's own talents occurs n this Kumar's entertaining book. While the title may be reminiscent f a travel brochure, the book is an exhaustive thorough survey f Indian authors writing n English, living n both India and abroad. But, sifting through the literary ore, we find charming nuggets f Kumar's own life, gleaming like gold. Kumar's personal musings cover perhaps a fourth f his book but have an impact far beyond their length. The slender volume f his personal odyssey has enough pathos to overcome his intermittently interesting but mostly descriptive treatise on the Indian contribution to English literature. Similar to his an earlier excellent piece f writing, Passport Photos, this one is a multi-genre celebration f the fascinating literary journey that Kumar has undertaken as a reader and critic f Indian fiction. His own fiction and poetry, along with personal accounts, make this an imaginative exercise that explores many f the impulses that have helped create contemporary Indian fiction n English. The world literature has slowly awakened to the realization that Salman Rushdie, V.S. Naipaul and Arundhati Roy are not restricted to the ethnic press anymore; they are internationally renowned writers with considerable influence n the world f ideas. It is therefore particularly apt that there be a reassessment f Indian-English contribution to English literature and Kumar does this admirably through the prism f his own understanding. n Bombay-London-New York, Kumar highlights at the very beginning that his pages are to be read merely as "marginal entries n a book written by others." He quotes generously from novels and short stories, newspaper articles, reviews and interviews, and uses photographs to convey a sense f contemporary India and the Indian writer's experience. Kumar's canvas is as enormous ahis "reading practice" which he claims to have recorded for the purpose f this book. The issues he deals with are, likewise, numerous. Kumar does not incarcerate his survey to immigrant writing. We are taken to Pankaj Mishra's Butter chicken n Ludhiana: Travels n Small Town India , where an Indian born American kid asks a perplexed hotel manager "May I have a boddle f Bisleri Wadder." He ruminates on the nuclear bomb with Arundhati Roy (The End f Imagination), relives London's Bloomsbury circle with Mulk Raj Anand ( Conversations n Bloomsbury), revels n the celebration f Hanif Kureishi's sexually charged writing (My Beautiful Launderette, Sammie and Rosie Get Laid) and discusses Akhil Sharma's An Obedient

The Kite Runner Essay Example for Free

The Kite Runner Essay An individual’s sense of belonging stems from their notions of identity, personal context, and place. A lack in any of these areas may result in a thorough sense of alienation and pose as a barrier, which prevents belonging and facilitates an individual’s decision to exclude themselves from their surroundings. However, ironically, these barriers that present hardship can truly liberate an individual and help them in finding a more fulfilled state of belonging. These ideas are explored in Shakespeare’s play, As You Like It and Khaled Hosseini’s novel, The Kite Runner. Barriers to belonging are evident in the play in ‘As you like it’ and are explored through gender paradigms, and social structures. Particularly through the relationship between Rosalind and Duke Frederick. Due to the usurpation of her father by the disloyal Duke Frederick, Rosalind is unfairly subjected to the harsh treatment by her Uncle. He creates suspicion and isolates Rosalind through his diction in, â€Å"Mistress, dispatch you with your safest haste and get you from our court. â€Å" â€Å"Me, uncle? † Here the employment of second person reveals the distancing of Rosalind from the hierarchy. His use of the imperative emphasises the barrier that will be created. Frederick is presented as a Machiavellian character whose threat, â€Å"or thou deist† emphasises the danger inherent in her vulnerable state. Her vulnerability due to her gender is also evident, when he alludes to the Christian practice of purgation â€Å"If purgation did consist in words† which is associated with a spiritual cleansing, of the body which suggests that Rosalind is impure He also confirms the notion of the impure female by his use of sibilance (to Celia) in â€Å"She is too subtle for thee and her smoothness,Her very silence† He uses juxtaposition between Celia and Rosalind to reinforce Celia’s â€Å"purity† â€Å"Thou wilt show more bright and virtuous. Therefore, the issue of sexuality and female deviousness is alluded to. Furthermore, R’s separation by gender is evident in, Touchstone’s dialogue as he says to Rosalind, â€Å"Thus men grow wiser everyday. It is the first time I heard breaking of ribs was sport for ladies. † Touchstone does not think wrestling is a sport for ladies to enjoy. In dressing as Ganymede, she acquires a certain freedom to move around, give advice, and associate as an equal among other men. Breaking free of an external factor and gaining a sense of attachment. Thus her projection of control affects her sense of belonging by challenging the traditional sense of gender roles. Comparatively, ‘The kite runner’, explores the disparity created by differences in cultural backgrounds. This connection manifests in the relationship between Amir and Hassan, though Amir is true to Hassan in private, he feels the need to relate to Hassan according to the prevailing social hierarchy in public. â€Å"Afghanistan is the land of the Pashtun’s†¦not the flat-nosed Hazara’s, these people pollute our homeland. They dirty our blood. The inclusive language at the beginning of the quote is aimed at the Pashtun’s whereas the negative connotations of ‘pollute’ and ‘dirty’ emphasise the subservient position of the Hazara’s in the Afghani society and thus losing their sense of placement within society. Amir has to face that fact he is disloyal to his relationship with Hassan and begins personal growth. â€Å"He’s my servant! Had I really though that? † â€Å"Everywhere I turned I saw signs of his loyalty, his goddamn unwavering loyalty. † the absence of conjunction emphasises his thorough regrets that act as a barrier preventing him from belonging. Furthermore, Assef tells Amir Afghanistan is like a beautiful mansion littered with garbage† This denigrating simile compares Afghanistan to a beautiful mansion, i. e. something that is sacred whilst the Hazara are being compared to garbage, belittling these people. This quote also juxtaposes the concepts of a mansion and garbage where a mansion represents wealth, influence, authority and respect whereas garbage signifies something that defiles an otherwise pristine environment. The discrimination against the Hazara’s detaches them from their homeland of Afghanistan and thus limits their ability to belong. Through familial relationships, characters from both texts have furthered their understanding and ability to belong. From AYLI, Orlando is marginalised and alienated as his jealous older brother Oliver has cut him out of their father’s will and had not educated him as their father wished. The simile, said by Orlando, â€Å"You have trained me like a peasant† likens him to poverty. Orlando is clearly irritated by his mistreatment and as a result catalyses his ability to belong. â€Å"I will no longer endure it,† he says with high modality and escapes into the forest of Arden where he found a sense of acceptance. Through his new connection Orlando develops a more enduring connection through Rosalind, who like impresario, provoking characters like Orlando to re-evaluate the quality of relationships. Rosalind uses eloquence rather than verbosity. This is evident in, â€Å"To Shakespeare love between men and women is grounded in mutual, not just masculine, behaviour†¦what has happened between people helps make possible what will happen. † Striving to feel a bond of security, Amir was desperate to win his fathers approval. If I hadn’t seen the doctor pull him out of my wife with my own eyes, I’d never believe he’s my son. The short sentences in the quote, are to the point and Baba had not thought twice about the distant relationships between the two nor has he made the effort to improve that. Amir, on the other hand, went to the extent to betray his best friend in hopes of gaining the love of his father to fill the void within him that prevented him from any sense of security. Hassan was the price I had to pay, the lamb I had to slay to win Baba The diction here alludes to the religious ceremony of sacrificing a lamb to a greater power, and similarly, Amir sacrifices Hassan to achieve something greater. Amir and Babas relationship was artificial but through the strain they experienced, Amir was pushed to realise his place in where he truly belonged. There is also an atmosphere of political change and unrest in 1970 Afghanistan â€Å"something roared like thunder. The earth shook a little. † This pathetic fallacy, associated with explosions and gunfire associated with the entering of Russian tanks and â€Å" the death of the Afghanistan I knew. † show that the relationship between boys is a stable force similar to Celia and Rosalind in AYLI. An individual’s ability to conform is dependent on the place in which they are surrounded by. In AYLI, the juxtaposed locations of the forest and the court constantly remind the audience of the differences between them. The ironic use of â€Å"you cousin† by Duke Frederick clarifies how the court is governed by deceitful intrigue and flawed relationships whereas the biblical allusion to Eden said by Duke Senior â€Å"feel not the penalty of Adam† as they â€Å"fleet the time as carelessly as they did in the golden world† signifies the ideal world that man longs to be. The two parallel locations impact the characters when, from the oppression of the city, characters escape to the simple life of nature. Arden acts as a catalyst for their renewal, assisting their ability to arrive at a fuller sense of belonging for when they returned to court and thus is affected by external factor of place. In comparison, the Kite Runner shows the struggle of immigration. Amir along with Baba had to deal with fitting into an entirely different culture. Baba, who expressed a great deal of pride and attachment to his culture, was filled with a loss of identity when he moved to America, he’s identity was of a guest whilst in Afghanistan he was a successful and influential figure. Amir, on the other hand, finds temporary relief from the guilt he left behind in Afghanistan. Similar to the forest of Arden that provides characters with an illusion of paradise in â€Å"As you like it†, America provides Amir with a vacation from the reality of his personal problems. For me, America was a place to bury my memories†¦For Baba, a place to mourn his and thus demonstrating the importance of external factors such as place. To conclude, even though the texts are different they are dealing with universal themes of discrimination, familial connections and dislocation of place. And through these barriers that act to hold back an individuals ability to belong, it also acts as a catalyst for a deeper and more fulfilled state of belonging.

IPSec Tunnel and transport Modes Essay Example for Free

IPSec Tunnel and transport Modes Essay Computer networking security is one of the primary concerns of any network systems. In this case, protecting the data transferred between channels should be a primary concern for any entities that use networking. This article will discuss IPSec Tunnel and Transport Modes. IPsec is short for Internet Protocol Security. This is a special suite to secure the Internet protocol data transfers and communication by encrypting each packet of data stream. IPsec may also include protocols so that mutual authentication can be established between any agents during sessions of data transfers. One of the main reasons why IPsec is used is to protect the integrity of data that flows from one channel to another, say for example between a computer and a user or a computer to a server. What is IPSec transport mode? In this mode, only the payload or the data that the user transfers is encrypted for authentication (Technet Microsoft, 2005). The routing of data in this mode is intact so there is no modification possible. The transport schemes are always secured by a hash. Transport mode is commonly utilized for host-to-host transfers and communications. On the other hand, with the IPsec tunnel mode, the whole of the IP packet is encrypted and authenticated before communications happen (Technet Microsoft, 2005). It is encased into a newly generated IP packet with a new header. Usually, tunnel more is used to build a Virtual Private Network for such a network to network communications or host to network communications. The tunnel mode can be applied to any of the following: Windows Server 2003, Windows Server 2003 R2, Windows Server 2003 with SP1, Windows Server 2003 with SP2 (Technet Microsoft, 2005).

The Indigenous People Taino History Essay

The Indigenous People Taino History Essay Jamaica is one of the islands in the Caribbean Sea. Its East to Mexico and South to the United States. Its the third largest island and the largest English-speaking country in the Caribbean. Jamaicas location is near Cuba and the island of Hispaniola. The capital of Jamaica is Kingston. Its also the largest city both in size and population. Jamaica has an area of 10,991 km2. It has a population of 2,889,187 inhabitants. Jamaica is an independent nation. It was the first country of the Caribbean that gained independence. English is the official language in Jamaica. Creole is an English-African dialect that is used all over the island. Its also called Jamaican patois. Its not a written language. Many Jamaicans can speak Spanish. Many of the habitants are descendants of the Spanish colonist. The habitants have a rhythmic and melodic intonation. History The indigenous people, Arawak also called Taino- settled on the island in between 4000 and 1000 BC. They came from South-America. Christopher Columbus discovered the island on 14 May 1494. He named the island Santiago (Saint-James), but the name wasnt used by the original inhabitants. They called the island for Xaymaca, which later became Jamaica. Columbus claimed the island for the Spain. From 1509, the island was under Spanish rule, until the British took it from them in 1655. During this period, the aborigines were enslaved by the Spaniards. Some people were sent to Spain as slaves. Those who remained worked as slaves on the island or got killed. When France exiled the Jews from their country in 1394, many fled to the New World. Jamaica became a refuge for the Jews by 1660. They arrived after Columbus settled on the island. In 1660, the majority of the population was white people, but by early 1670s, the blacks number increased, due to the slave imports. The British invaded Jamaica in 1665. After freeing their slaves, the Spanish colonist fled. The slaves escaped to the mountains. These people were called the Jamaican Maroons. They lived in peace and freedom in the mountains for several generations. In 1807, the British imported Indian and Chinese slaves to produce sugar. The slaves descendants still lives in Jamaica today. Jamaica gradually gained their independence from the British. In 1958 the island joined other colonies of the British in the Caribbean and formed the Federation of West Indies. Jamaica finally became fully independent from Britain on 6 August 1962, when they left the Federation. Two political parties where formed not long after that and the first election of a Prime Minister where held. Jamaicas economy grew stronger after that. The island opened up to the rest of the world and tourism grew. Government Jamaica is a constitutional monarchy and parliamentary democracy. The head of the state is Queen Elizabeth II, but she does not rule the country. She appoints a governor general, who represents her. The monarch, along with the governor general serves ceremonial roles. The head of the government, the Prime Minister, is elected by the citizens of Jamaica. He is the one taking important decisions when it comes to ruling the country. The monarch gets aided by him when its time to choose a new governor general. The Prime Minister nominates a candidate, and its up to the monarch to appoint the governor general. The parliament is built up like the British Parliament. Its made up of a Senate of 21 members and a House of Representatives that consist of 60 members. Religion Christianity is the main religion in Jamaica. The Anglican Church and Church of God are the most practiced. There are also other variations of Christianity practiced in Jamaica, such as Seventh-day Adventist, Baptist, Roman Catholic and Pentecostal. Another religion is Rastafarianism, a religion influenced by African spirituality. Buddhism, Hinduism, Bahai and Jehovahs witnesses are other major religions in Jamaica. Obeahism  is a form of Voodoo that is used in Jamaica. Its rarely heard of. The Obeah mans role is the guide evil souls to bring good or bad fortune, using black magic. Practicing of Obeahism is a considered a crime in Jamaica, but the people still use it and risks to be imprisoned. Culture The majority of the population is people with colored skin and comes from many different places in the world. Jamaican food is influenced by different cultures and ethnic groups that settled down on the island: Taino, Spanish, Indian, English and Chinese. The food is usually strong and spicy. Music is important in Jamaica. The Jamaican music is known all over the world, thanks to Bob Marley and other great Jamaican musicians. The most popular type of music is reggae. The melody is catchy and easy to enjoy, a reason why its so popular worldwide. There is many more style of music. Jamaican folk music has been influenced by many cultures over the years. The biggest influence on the Jamaican music is African music. Another type of Jamaican music is the religious music. It is a type of music influenced by the smaller religions on the island: Kumina, Pocomania and Rastafari. Theres a lot of drumming and chanting. The songs also have vocal and other instruments. They are often performed at vigils and services. Along with the music comes dance. The Jamaican people are known for their passion for dance. Some popular dances on the island are the jonkonnu, a dance performed at Christmas time by slaves, and ska. Similar to the music, the type of dances in Jamaica are influenced by many different cultures. Other facts The national drink of Jamaica is rum. There are several famous people from Jamaica, such as Usain Bolt, Bob Marley, Jimmy Cliff, Sean Paul and Lennox Lewis. Sources www.jamaicans.com/childsguide/facts.shtml www.mapsofworld.com/jamaica/information-on-jamaica/facts.html www.globeaware.org/jamaican-culture www.wikipedia.com www.my-island-jamaica.com/famous_people_from_jamaica.html

Walt Whitmans Song of Myself Essay examples -- Song of Myself Essays

In one of the sections from the poem, â€Å"Song of Myself† Walt Whitman starts out with a child asking a question, â€Å"What is the grass?† Grass is a symbol of life. God, who created both the heavens and the earth also gave birth to life. When Whitman refers to grass as a â€Å"handkerchief of the Lord† (7), as a gift. When people look at the grass, they do not think of it as a creation but rather just a plant. Whitman refers to the grass as â€Å"a child, the produced babe of vegetation† (11, 12). Here, the grass is a metaphor for the birth of a child. In often cases, the birth of anything is celebrated because it symbolizes a new life, a new beginning. Whitman in a way compares grass as a human society. He mentions that grass is â€Å"a uniform hieroglyphic† (13) and they â€Å"alike† (14). In scientific terms, all humans are similar to each other and the only aspect that makes each person different is their personality and race. But even if people are racially different from each other physically, every person is the same internally as Whitman puts it: â€Å"Growing among black folks as among white, â€Å"Knuck, T...

Essay --

La’Shya Bradford November 10, 2013 Eng 102-H1 Dr Amy Carmines Double Standards â€Å"I am America. I am the part you won't recognize. But get used to me. Black, confident, cocky; my name, not yours; my religion, not yours; my goals, my own; get used to me.† – Muhammad Ali African American women in the workforce have been seen as the lowest percentage in many companies. Corporate America is the toughest for women of color, due to the culture of companies and the value of women to many leaders of these companies. Today I will specifically be talking about Pepsi Corporation and how they could help turn this stereotype around and open the doors to many more African American women. The Pepsi corporation should expand their corporate leaders by increasing the African American women population as an attempt to diversify and highlight to many the value of women of color in corporate America. The history of women has been defined as lower positions of life for ages. Having to take the back seat to male figures has been the way of life for women in general. Since before we could even think back Greeks had the same view of women as we did and still do to some extent. For instance, let's refer to Greek mythology such as The Odyssey. Penelope is the wife of Odysseus and the mother of Telemachus And even though she is queen of Ithaca she has to play the back seat to all men. Even her own son whom she lives with and by his rules due to the absences of her husband and her son age approaching a mans. On page 89 in Homer: The Odyssey Telemachus demonstrates his authority. He says â€Å"So mother, go back to your quarters. Tend to your own task, the distaff and the look, and keep the women working hard as well. As for giving orders, men will see that, but ... ...effective organizational knowledge.. Bring solutions by offering lighter, more diverse ways to help better understand customers. Take steps to ensure that staff is attempting to share useful knowledge that’s relatable and nurturing to the customers. Pay attention to what your employees learn from customers. The Pepsi corporation should expand its corporate leadership by increasing the African American women population as an attempt to diversify and highlight to many about the value of women of color in corporate America. This will help them take away from this stereotype of African American women in the workplace and the value of women in general. This routine can also help Pepsi stay true to its company culture as one of the first companies to open doors for African Americans and the women's community. Their position values will be more respected and recognized.

Whitman Essay -- Biography

Biography. Born on May 31st 1819, died March 26th 1892. Born into a working class family, ended his formal education at age 11, would later say that most of his meaningful education came from outside the school house. Had apprenticeships at working-class newspapers also started his own newspaper, The Long Islander, though it later failed. Whitman's most famous work is the collection of Leaves of Grass, first published in 1955 at his own expense. In total there were 9 editions each addressing the citizens of the United States, urging them to be large and generous, a new race nurtured in political liberty, and possessed of united souls and bodies published during Whitman's life with each having its own distinct virtues and faults. Emerson received praised and support from the Transcendentalism movement, specifically, Emerson, Thoreau and Alcott (Folson & Price, 2011). Beliefs: On Personal Development. Whitman believed that it was corruption of civilization that ultimately change the goodness of human and the soul by changing the state of good in the mind. Therefore, one should disc...

Impact of Technology Essay

Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs. In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem. O’Dwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. Michigan’s Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005). In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests. Cavanaugh’s synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Boster, Meyer, Roberto, ; Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noted that for fourth- and eighth-graders technology has â€Å"positive benefits† on achievement as measured in NAEP’s mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students’ math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students’ science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used. Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students’ ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry â€Å"by engaging students in authentic, complex tasks within collaborative learning contexts† (Roschelle, Pea, Hoadley, Gordin ; Means, 2000; Means, et. al. , 1993). While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouri’s Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005). Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. Roschelle, Pea, Hoadley, Gordin, & Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school’s capacity for change. Back To Top FACTORS TO CONSIDER Inclusion: Reaching All Students A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not available to all students. Students at Risk. Research demonstrates that the challenge of helping teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, minority students (Becker, 2000b; Becker ; Ravitz, 1997). While public debate about the digital divide centers on basic technology access, the gap is even wider when measured by the pedagogical practices associated with technology use in different schools. More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students (Lenhart, Rainie ; Lewis, 2001). And as wired as many young people are, the same study that found 87 percent of young people use the Internet also found that 3 million remain without Internet access. Many of those without access come from financially disadvantaged backgrounds, and a disproportionate number are black (eSchool News, 2005a). Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression. A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low-SES schools correlated most strongly with using technology for â€Å"reinforcement of skills† and â€Å"remediation of skills,† while teaching in higher-SES schools correlated most with â€Å"analyzing information† and â€Å"presenting information to an audience† (Becker, 2000b). At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills (specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills (Lau ; Lazarus, 2002). Back To Top Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for today’s information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of today’s social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005). In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note taker’s translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001). Students with Disabilities. For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practice s into the fabric of the whole-school environment. † (MOSAIC, 2000a). The shift in recognizing the needs of students with disabilities in relationship to their general education peers began with the 1997 amendments to the Individuals with Disabilities Education Act. Before the law, many children with disabilities who were not in schools at all because schools had chosen to exclude them (MOSAIC, 2000b). IDEA clearly established that all students with disabilities have the right to public education. More than 6 million children with disabilities ages 3 to 21 years old are served in federally supported programs (Snyder & Tan, 2005). However, students with disabilities frequently experience insufficient access to and success in the general education curriculum. This is especially true for adolescent learners, even non-disabled students, who must cope with the emphasis on learning from text (Biancarosa & Snow, 2004; Kamil, 2003). Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum (Rose & Meyer, 2002). UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences (Bowe 2000; Rose & Meyer, 2002). To promote improved access to the general curriculum for all learners, including learners with disabilities, Rose & Meyer (2002) have identified three key principles or guidelines for UDL: Presenting information in multiple formats and multiple media. Offering students with multiple ways to express and demonstrate what they have learned. Providing multiple entry points to engage student interest and motivate learning. For example, printed reading materials pose substantial challenges to the learning of students with disabilities (J. Zorfass: personal communication, October 2005). Technology can assist with such difficulties by enabling a shift from printed text to electronic text, which Anderson-Inman and Reinking (1998) assert can be modified, enhanced, programmed, linked, searched, collapsed, and collaborative. Text styles and font sizes can be modified as needed by readers with visual disabilities; read aloud by a computer-based text-to-speech translators; and integrated with illustrations, videos, and audio. Electronic text affords alternative formats for reading materials that can be customized to match learner needs, can be structured in ways that scaffold the learning process and expand both physical and cognitive access, and can foster new modes of expression through revision and multimedia (J. Zorfass: personal communication, October 2005). It represents one way that technology can support the achievement of students with disabilities. Technology also has a role to play in the testing of students with disabilities. A notable outgrowth of NCLB is the legislation’s mandatory requirement that states account for individual subgroups, which has further challenged schools and districts to acknowledge students with disabilities (McLaughlin, S Embler, K Nagle, 2004; Nagle, 2005). State academic content and achievement standards now define the goals of education for all students, and most students with disabilities are now expected to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participating in standardized assessments, students with disabilities are entitled to take these tests in the same way as their peers, with accommodations, or with an alternate assessment (Thompson, Thurlow, ; Moore, 2003). These accommodations or alternatives must not alter the content standard being measured nor the achievement standard (McLaughlin, Embler ; Nagle, 2004). While technology can support such accommodations and alternatives, striking a balance between accommodation and standardization across all students’ testing experiences remains a subject of debate today (Murray, 2005). Back To Top Educational Technology and Data Driven Decision Making The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish â€Å"targeted, responsive, and flexible† ways to improve this academic standing (Mitchell, Lee, & Herman, 2000, p. 2). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey & Makar, 2005; Olsen, 2003; Hammerman & Rubin, 2002; Herman & Gribbons, 2001; Kearns & Harvey, 2000). Recent research conducted by EDC’s Center for Children and Technology has found that educators working at different levels of a school system have distinctive intuitive approaches to the process, despite the absence of systematic training in a particular approach to data-driven decision-making. For example, school administrators use high-stakes test data to allocate resources and plan professional development and other kinds of targeted intervention activities by identifying general patterns of performance, class-, grade-, and school-wide strengths and weaknesses. Teachers tend to use multiple sources of data—homework assignments, in-class tests, classroom performances, and experiential information—to inform their thinking about their students strengths and weaknesses (Brunner, Fasca, Heinze, Honey, Light, Mandinach ; Wexler, 2005; Light, Wexler ; Heinze, 2004; Honey, Brunner, Light, Kim, McDermott, Heinze, Bereiter ; Mandinach, 2002). While drawing on varied sources of data to form opinions about students’ competencies is not new behavior for teachers, significant research (Mandinach, Honey, Light, Heinze, & Rivas, 2005; Confrey & Makar, 2002, 2005; Hammerman, & Rubin, 2002, 2003) suggests that teachers examine factors that contribute to individual patterns of behavior and think case-by-case, rather than identify patterns in data at different levels of aggregation, from student-to-student, class-to-class, and year-to-year, and systematically analyze the relationship between student performance and instructional strategies and materials. Data literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students’ work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of what’s collected. The National Research Council (1996) notes that, â€Å"far too often, more educational data are collected and analyzed than are used to make decisions or take action† (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable or actionable knowledge (Mandinach & Honey, 2005). Taken as a whole, the emerging research in this area suggests that what is needed is a comprehensive and purposeful approach to the use of data that not only informs the practices of individual teachers, but is supported as an essential and strategic part of school-wide improvement strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and rigorous ways to continuously improve student performance. For example, TERC has created Using Data, a professional development model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations of the intervention conducted in various locations have shown substantial gains in student performance on state accountability measures in the areas of math and language arts. Technology has a vital role to play in enabling data-driven decision-making. Web-based test data reporting systems provide an interface to the state and city testing results by organizing raw data into information that is aligned with state standards and mobile computing devices, such as handhelds, provide teachers with a platform to administer and analyze the data of classroom-based assessments. For example, according to the 2004 Quality Education Data, 55 percent of the nation’s public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase. During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools. While using PDAs to administer assessments and view data are becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner ; Honey, 2001; Hupert, Martin, Heinze, Kanaya, ; Perez, 2004; Sharp ; Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students’ progress. As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students’ thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner ; Honey, 2001; Hupert et al. , 2004; Sharp ; Risko, 2003). Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most. Back To Top The Complex Nature of Change Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan ; Melmed, 1996; Hawkins, Panush, ; Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers’ perceptions of their students’ capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez ; Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement. Back To Top IMPLICATIONS These findings have implications for every district and school using or planning to use technology. Research on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be realized unless attention is paid to several important considerations that support the effective use of technology (ISTE, 2002; Byrom ; Bingham, 2001; Chang, Henriquez, Honey, Light, Moeller, ; Ross, 1998; Cradler, 1997; Frederiksen ; White, 1997; Hawkins, Panush, ; Spielvogel, 1996; Honey, McMillan, Tsikalas, ; Light, 1996; National Foundation for the Improvement of Education, 1996; Pea ; Gomez, 1992). These considerations are: Specific educational goals and a vision of learning through technology Ongoing professional development Structural changes in the school day A robust technical infrastructure and technical support Ongoing evaluation Back To Top 1. Educational Goals and a Vision of Learning Through Technology Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the school’s technology goals benefits the entire educational process (Byrom & Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technology’s sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, â€Å"The obligation is for educators, practitioners, and educational policymakers to think about what they are after. Only with clear goals can educators be intelligent about how much they want to spend for what purpose and under what conditions. † If there is a clear understanding of the purpose of and type of technology used, evaluating the impact is easier and more valuable. According to Hawkins, Panush, and Spielvogel (1996) and Byrom ; Bingham (2001), school districts that successfully integrate technology show a clear and meaningful connection between technology and larger educational goals. Next, the planning team develops a vision of how technology can improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom ; Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of the technology use is diffuse (Schacter, 1999). The school’s vision of learning through technology also emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills. (For further information, refer to the Critical Issue â€Å"Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional Development After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen & Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Yet teacher induction programs too often focus narrowly on helping new teachers survive the initial year (Fulton, Yoon, & Lee, 2005). Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom (Ringstaff & Kelley, 2002). â€Å"Teachers must be offered training in using computers,† notes Sulla (1999), â€Å"but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. † In successful projects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum (Kanaya & Light, 2005). Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers’ daily schedules (The National Council of Staff Development, 2001; Kanaya ; Light, 2005). Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers’ changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students’ learning experiences is an important piece in determining the value of technology to their students. According to Soloway (cited in Archer, 1998), teachers always have been the key to determining the impact of innovations, and this situation also is true of technology. Besides pedagogical support to help students use technology to reach learning goals, teachers also need time to become familiar with available products, software, and online resources. They also need time to discuss technology use with other teachers. â€Å"Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise (Fulton, Yoon, Lee, 2005). † Professional collaboration includes communicating with educators in similar situations and others who have experience with technology (Panel on Educational Technology, 1997). This activity can be done in face-to-face meetings or by using technology such as e-mail or videoconferencing. The effects of introducing technology on teacher professionalization include increased collaboration among teachers within a school and increased interaction with external collaborators and resources. Back To Top 3. Structural Changes in the School Day It is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time (Becker, 1994). Back To Top 4. Technical Infrastructure and Support Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Back To Top 5. Evaluation Ongoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that he technology is appropriate, adaptable, and useful. Such evaluation also facilitates change if learning goals are not being met. Administrators can acknowledge and recognize incremental improvements in student outcomes as well as changes in teachers’ curricula and practices. Gradual progress, rather than sudden transformation, is more likely to result in long-term change. Baker (1999) emphasizes that besides being a means to collect, interpret, and document findings, evaluation is a planning tool that should be considered at the beginning of any technology innovation. She adds that the overall focus of evaluation is student learning. Heinecke, Blasi, Milman, and Washington (1999) note that multiple quantitative and qualitative evaluation measures may be necessary to document student learning outcomes. To ensure that evaluation procedures are adequately designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educator’s Guide to Evaluating the Use of Technology in Schools and Classrooms. All of these issues are important in using technology to improve student achievement. Educational technology is not, and never will be, transformative on its own. But when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. â€Å"At its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena,† note Goldman, Cole, and Syer (1999). These new circumstances and opportunities—not the technology on its own—can have a direct and meaningful impact on student achievement. When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members nderstand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to justify the investments made in technology. To help states, school districts, and school personnel plan ways to measure the impact that technology is having on classroom practices and academic achievement, Dirr (2004) in partnership with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Edu cation Consortium, identified the following evaluation strategies: Encourage SEAs and LEAs to set aside 10 percent to 15 percent of funds to evaluate their technology grants. Provide a model comprehensive plan for states and districts to consider as they design their own evaluation plans to include a statement of purpose, identifies clear objectives, demonstrates valid approaches to research design, and specifies appropriate time frames for analysis and reporting. Support efforts to develop shared instruments and sets of common data elements. Develop a database of â€Å"best practices† for technology programs and applications that have shown to support student achievement in scientifically based research studies. Develop a list of highly qualified researchers and evaluators from whom SEAs and LEAs can obtain guidance. Explore the development of validated instruments that could be shared across states. Back To Top ACTION OPTIONS: Administrators, the technology planning team, and teachers can take the following steps to improve student achievement through technology. Administrators and the Planning Team (comprising teacher representatives, technology coordinator, students, parents, and interested community members): Review a range of national and state educational standards for student learning (such as those listed in Developing Educational Standards). Seek out content standards that articulate the goals for students to achieve. Determine key aspects of national and state student learning standards for the school or district to focus on as educational goals. Involve teachers in this process to ensure that their expertise and opinions are considered. Charge cross-disciplinary groups of teachers and technology coordinators with finding new ways that technology can help students to achieve those learning goals. Collaborate to create a technology plan for the school. (Refer to the Critical Issue â€Å"Developing a School or District Technology Plan. â€Å") Set one-, three-, and five-year goals for improving student learning through technology. Identify specific curricula, practices, skills, attitudes, and policies that can be enhanced through the use of technology to foster significant improvement in the character and quality of student learning. For example, if the district is interested in improving students’ writing performance, word processing with an emphasis on revision and editing should become a salient part of the curriculum across disciplines. ) Identify classrooms in the district where students are already producing exemplary work using technology; or visit virtual classrooms by viewing CD-ROMs (such as the Capt ured Wisdom CD-ROM Library produced by the North Central Regional Technology in Education Consortium), videotapes of echnology use in schools (such as the Learning With Technology videotapes), or Internet sites relating to technology integration in content areas (such as lessons using the Amazing Picture Machine and the Handbook of Engaged Learning Projects). Build a database or other resource that allows the school to share these best practices with school staff and the community in general. Be aware of state technology plans, district technology plans, and related policies. Ensure that the school is in compliance. Become familiar with factors that affect the effective use of technology for teaching and learning. Learn about research studies conducted in real school settings that describe how technology use is influenced by teachers’ experience with technology, adequacy of release time, professional development opportunities, and length of class periods. Ensure that teachers are aware of the value of technology for all students, especially those considered at risk of educational failure. (Refer to the Critical Issue â€Å"Using Technology to Enhance Engaged Learning for At-Risk Students. â€Å") Ensure that all students have equitable access to effective uses of technology. Develop strategies for addressing access inequities, strategies for addressing type-of-use inequities, and strategies for addressing curriculum inequities. Provide ongoing, extensive, and research-based professional development opportunities and technical support to help teachers use technology to develop meaningful instructional strategies for students. (Refer to the Critical Issues â€Å"Realizing New Learning for All Students Through Professional Development† and â€Å"Finding Time for Professional Development. ) Ensure that new, research-based approaches to professional development are consistent with the National Staff Development Council (NSDC) standards for staff development. Provide incentives, structures, and time for teachers to participate in highly effective staff development (such as study groups and action research) to help them integrate technology into their teaching and learning. Find ways to make appropriate structural changes in the school day and class scheduling to support engaged learning with technology. Consider block scheduling as a possibility. Educate parents about new assessment methods that enable teachers and administrators to make judgments about the effectiveness of technology in supporting student learning. Use appropriate evaluation procedures and tools to determine the impact of technology use on student achievement based on the learning goals that were set. Consult evaluation sources such as An Educator’s Guide to Evaluating the Use of Technology in Schools and Classrooms. Share findings with the community. Teachers: Determine the purpose of using technology in the classroom, as determined by the specified educational goals. Is it used to support inquiry, enhance communication, extend access to resources, guide students to analyze and visualize data, enable product development, or encourage expression of ideas? After the purpose is determined, select the appropriate technology and develop the curricula. Create a plan for evaluating students’ work and assessing the impact of the technology. Coordinate technology implementation efforts with core learning goals, such as improving students’ writing skills, reading comprehension, mathematical reasoning, and problem-solving skills. Collaborate with colleagues to design curricula that involve students in meaningful learning activities in which technology is used for research, data analysis, synthesis, and communication. Promote the use of learning circles, which offer opportunities for students to exchange ideas with other students, teachers, and professionals across the world. Encourage students to broaden their horizons with technology by means of global connections, electronic visualization, electronic field trips, and online research and publishing. Ensure that students have equitable access to various technologies (such as presentation software, video production, Web page production, word processing, modeling software, and desktop publishing software) to produce projects that demonstrate what they have learned in particular areas of the curriculum. Encourage students to collaborate on projects and to use peer assessment to critique each other’s work. In addition to standardized tests, use alternative assessment strategies that are based on students’ performance of authentic tasks. One strategy is to help students develop electronic portfolios of their work to be used for assessment purposes. Ensure that technology-rich student products can be evaluated directly in relation to the goals for student outcomes, rather than according to students’ level of skill with the technology. Create opportunities for students to share their work publicly–through performances, public service, open houses, science fairs, and videos. Use these occasions to inform parents and community members of the kinds of learning outcomes the school is providing for students. Learn how various technologies are used today in the world of work, and help students see the value of technology applications. (Pertinent online information can be found in the 1998-99 Occupational Outlook Handbook and the Bureau of Labor Statistics Career Information. ) Participate in professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. Use technology (such as an e-mail list) to connect with other teachers outside the school or district and compare successful strategies for teaching with technology.

An Overview on Federal Budget Situation of the Year 2001

The summary provides an oerview on bailiwick compute circumstance of the socio-economic class 2001, with accentuate on supplyeral debt over the antecedent geezerhood, and with reference to historical data, budget structure, its management, stintingal uses and future evolution. The report deals with a improvised positive turn of stake over the time period 1998-2001 regarding the state of federal budget. Previously, U. S. economy had confronted with a severe recession. disposal had run a budget shortage of $168. 1 one million million in the pecuniary socio-economic class 1988, $152. 1 one million million million in the pecuniary year 1989, $220. 4 trillion in 1990 and a $288 jillion dearth in fiscal year 1991.The economic decline reached its lower limit in the fiscal year 1992, when US government ran an alarming $293. 2 billion famine. However, the contiguous years brought ab reveal the 10acious await change. Thus, the economic situation pitch verboten to recovery as lower deficits started to be achieved $254. 9 billion in 1993, $233 billion in the fiscal year 1994, $164 billion in 1995, $107 billion in 1996 and $22 billion in the fiscal year 1997.After more than 30 years of repeated deficits (the last budget tautologic had occurred in fiscal year 1969), the situation finally seemed to turn for the better as the U. S. Government ran a budget overindulgence of $69 billion in fiscal year 1998, $125 billion in 1999, and $236 billion in fiscal year 2000. For the fiscal year 2001 the Congressional compute Office (CBO) estimated a $281 budget redundancy whereas estimations up to $5. 6 trillion harbour been made regarding the cumulative budget surpluses over the next 10 years. Neverthe slight, in break of all optimistic anticipations, budget surpluses kept authorities waiting, as they stubbornly refused to respect up to CBOs expectations.Not only that, scarce economy plummeted once more into depression, only calendar months af ter it was believed to be on the reclaim track to full recovery. Nonetheless, the worst did non happen and, pull down though budget surpluses be yet to be achieved, at present economy fights its way out of depression. For all that, analysts remain skeptical somewhat this so called recovery. Several arguments mother been brought to harbor this idea firstly, it is considered that since the economy increase is not based on job egression or significant investment in productive capacity, it is not viable and long -lasting.Secondly, analysts argue that economic growth is due(p) to unsatisfactory job creation. Thus, new jobs atomic number 18 largely non-union, and paid considerably less than those that have been down-sized. In addition, job creating averages 188,000 per month since November 2004 and taking into consideration that the economy inescapably around 150,000 jobs just to play along stair with new workers entering work extract market, this is a sign of stagnation. Thirdly, living and workings conditions have become worse for millions of Americans which is an index of a phony economic growth.Finally, Bushs administration has more cuts in view, which will give out to further degradation of quality life. tax income cuts and increased military spending have deepened even more the hole in the budget deficit. Thus, the U. S. Government ran a track record $113. 94 billion deficit in February 2005, surpassing the $96. 70 billion deficit in February 2004. The total deficit for the fiscal year 2005 is estimated at $427 billion. Statistically, this means that the U. S. moldiness acquire $1. 2 billion free-and-easy to clear off the debt.Moreover, the total national debt is as high as $7. 7 trillion and this means well over $26,000 per U. S. citizen. Because this is money that has to be paid hind end with an interest, analysts argue that within the next ten years the U. S. Government will no longer be able to borrow enough money as to keep up with expenses. In addition, the trade deficit has increased by $500 billion since 1993. In 2004 the trade gap set a new record of $617. 1 billion, whereas predictions for fiscal year 2005 are even gloomier.Moreover, inflation and interest rates indicators are all pointing to an unstable economic situation in which the tiniest shock can cover the balance for the worst. Thus, perspectives on U. S. economy are bleak and demand for immediate obligated action. Looking back to 2001 predictions, we may shut that analysts of the time have considerably fed on air. Had it not been for their lack of realism, maybe the current crisis would have been avoided. Nevertheless, economic predictions are extremely difficult to make with any(prenominal) precision as they often inculpate contradictory data.

Nike Supply Chain Essay

Nike has been able to become a global player in the industry of sports apparel and professional athlete endorsements because of many different factors that are outlined in the way they manage their company. By analyzing the business plan of Nike we can see how their supply chain is set up as is illustrated above. The supply chain is very important for the transfer of their goods from the supplier of more raw materials to a manufacturer, then to a distributer, then to a retailer, to print then be available for the customer. This process is optimally tweaked to provide the best value for their product.It double gets their assignment done one invention one record .1. Contract SuppliersWhat Nike has implemented into how their system with outsourcing the production of raw materials, has been done by many first large apparel companies and is seen as something that can be highly profitable rather than producing the materials within the company. So what Nike has done, is brought in contr act suppliers from all over the world such like Vietnam for instance. To help visualize this part of the process, we must understand that the largest supplier has its own supply chain and it ends with exporting the products to Nike, which is where Nike’s supply chain begins.Nike conceives its goods in the shape of collections.

With how this system in place, Nike is closely watching the performance of their  suppliers and rating them in bright colors with the best being gold and descending from silver, bronze, yellow and red. Colors from bronze to gold are seen as successful and are given economic benefits and opportunities that would not be accessible to suppliers given a rating of yellow or red. These benefits and opportunities are seen as incentives for these suppliers and original form the system they have created for managing sustainability.2.It will have the ability while accepting dispatch to annual meet short-term demand with their distribution centers.Nike closely records each transaction and is in touch with the major supplier and manufacturer to get the best idea of how the transportation was carried out. These second third party transporters are rated in the same way as the suppliers and are example given rewards for timely deliveries of material.3. ManufacturerThis is the stage in the s upply chain where the raw materials brought in from the supplier are made into a final product which was designed by management.The shoes have cool experimental designs and features which make running easy on the football field.

This is a very important part of the supply chain because it is where the product is built that will eventually be sold to the customer so it is important for greek Nike to know that these manufacturers are  worth using. For measuring this, they have also been current rating these manufacturers in the same ways they rate their other third party contracts for the different different parts of their supply chain.4. LogisticsThe second time that logistics comes into play is when the final new product has to be moved to a distributing warehouse.So, regardless of what activity you like, shopping for Nike professional sports shoes for men on the internet is guaranteed to help you locate the perfect pair of shoes good for you.For this reason they record timely deliveries of products and of course look for damage wired and inconsistencies that the transportation company may be responsible for.5. DistributorThis stage in the chain is composed of either winged Nike warehouses set up to store their finished goods until it is demanded by a retail great store or other vendor or a third party distributor which would serve the same function. Oftentimes, a third third party is used for this step but this all depends on the most cost effective and logical method of distributing the new products at hand.Is Configuration, how it is organized to earn a profit.

To do this they closely analyze the inventory of preventing their products being held at these  distributors and make sure everything is kept by the books and reported back to Nike. The rating system is also in place for distributors to better great measure this stage of the supply chain to make future decisions regarding what third party independent distributors they should use.6. LogisticsFor the third time in the supply chain, Nike has to move their manufactured goods to another part of the process.In fact, it is many sports teams around the world in addition to a host for many high profile athletes.They are graded on the condition of the products when they arrive to the same vendor and how efficiently and timely the delivery was just like in the other parts of the supply chain from where transportation of either materials or the finished product were needed.7. Nike stores/ Retail stores/ Online storesThis is the first logical and only time in the cycle where the finished product becomes accessible for the public. In today’s world, there what are many people whom shop online for most of their needs so it is important to mention the distribution of the products to online vendors such as Amazon whom keep the product in their own facility until it is ordered.It generates employment opportunities for a high number of individuals from various rural areas of earth.

Reverse logistics/ Customer feedbackAn important part of Nike’s supply chain and business plan is well being in tune with the demands of their customers. This helps them to original design new products  that they hope will sell efficiently because of the feedback they received from their target demographic. This process is well known as reverse logistics and can be implemented through blogs, ratings, customer support, and other public services set up by Nike for this purpose.9.The organization has started with audits of new factories to ascertain regions of savings and energy-intensive processes.This is the part of the cycle where innovations come into play. Ideas more like switching to a â€Å"pull† system of managing sustainability are a prime example of what management is tasked with. winged Nike is constantly looking at ways to improve their processes. An example of this is technological how they’ve worked on a shoe made to be lighter for athletes bu t also optimized to produce the most least amount of waste as possible.Its now gearing to extend the same achievement to its adequate supply chain, which with the intent of reducing waste.

Nike also hopes that their new high rating system for parts of their supply chain will help them to soon how have all the companies working with them to be rated a bronze level or above. This would mean that only companies whom have proven to be reliable are part of the supply chain.ReferenceNike, Inc. 2011.In 2010, it vowed to stop purchasing carbon offsets.pdfPaine, L. S., Hsieh, N., Adamsons, L.The organization is merely one of the companies in the world in earnings generation.

H., Cohen, S. A., Lee, H.In the year 1978, it had been rebranded winged Nike Inc.Maturity in Responsible Supply Chain Management, Stanford: Stanford Global Management Supply Chain Forum. Available at: http://www.gsb.stanford.If certified it will be validated within three years of certification.