Value chain Case Study Example | Topics and Well Written Essays - 2750 words

Value chain - Case Study Example Studies from a range of disciplines show that global value chains have become much more prevalent and elaborate in the past 10 to 15 years.' Global value chains now contain activities that are tightly integrated and often managed on a day-to-day basis. The globalisation of value chains is motivated by a number of factors. Continuous growth of competition in domestic and international markets forces firms to become more efficient and lower costs. One way of achieving that goal is to source inputs from more efficient producers, either domestically or internationally, and either within or outside the boundaries of the firm. Emergence of new markets and access to strategic assets that can help tap into foreign knowledge is one of the important motivations of global value chain. Notwithstanding these anticipated benefits, engaging in global value chains also involves costs and risks for firms. Increasing liberalisation of trade and decreasing costs of transport and communication have made it possible for enterprises to split up production processes into more complex parts spread to an increasing degree across national borders. The result is often that each enterprise specialises in a core area of production while other activities are outsourced to suppliers. This leads to a fragmentation of the production process, which is counterbalanced by closer integration between the enterprise and its trading partners http://www.oecd.org/dataoecd/24/35/38558080.pdf (Feenstra, 1998). Trade in intermediates Global value chains allow intermediate and final production to be outsourced abroad, leading to increased trade through exports and imports, and to a rapidly growing volume of intermediate inputs being exchanged between different countries. In 2003, 54% of world manufactured imports were classified as intermediate goods which include primary goods, parts and components and semi-finished goods. Relocations of existing activities Relocation of activities overseas is also a factor of growth of international sourcing. Sometimes implying the total or partial closure of the production in the home country while at the same time creating or expanding affiliates abroad producing the same goods and services as in the host country. More often, it is about the substitution of domestic stages of production by activities performed in foreign locations, with goods and services being exported from the host country to the home country. The basic purpose of relocation of activities is to gain higher product quality, efficient assets utilization with lower cost. Outsourcing and off shoring Global value chain made possible fragmentation of the production process across various countries, which have given rise to considerable restructuring in firms including the outsourcing and off shoring of certain functions. Outsourcing typically involves the purchase of intermediate goods and services from outside specialist providers, while off shoring refers to purchases by firms of intermediate goods and services from foreign providers, or to the transfer of particular tasks within the firm to a foreign location (Figure 1). Off shoring thus includes both international outsourcing where activities are contracted out to independent third parties abroad and international in-sourcing to foreign affiliates. http://www.oecd.o

Political science as a social science Essay Example for Free

Political science as a social science Essay Political Science is in part a social science, and in part a humanity. Both are important. In this topic, we will look at the basics of social science inquiry, and then proceed to show how this differs from, on the one hand, inquiry in the natural sciences and, on the other, inquiry in the humanities. Social Science Social science inquiry seeks to develop empirical theory. ?Empirical? refers to things that can be experienced through the five senses of seeing, hearing, touching, tasting, or (in the case of political corruption) smelling. Theory? basically means explanation. An empirical theory of politics, then, is an attempt to explain why people behave the way they do politically. If a social scientist (or anyone else) observes people engaging in political behavior, he or she will need to focus on certain characteristics of the people being observed. The observer may wonder why some people differ from others in their political characteristics. Why, for example, are some people Liberals while others are Conservatives and still others are New Democrats. Characteristics that differ from one person to another are called one variables. Those that do not are called constants. Constants are generally less interesting than variables. There is not much point in trying to explain voting behavior in a country in which only one party appears on the ballot. Of course, we might then ask why some countries have only one party whereas others have multi-party systems, but now we are treating ? number of parties? as a variables. Everyday language is full of what are, in effect, hypotheses about political behavior. For example, talk about a ? gender gap? in voting hypothesizes that vote (the dependent variable) is in part a function of gender (the independent variable), with women more likely to vote for the Liberals or New Democrats and men more likely to vote Conservative. Social science research differs from everyday discussion of politics in two ways. The first is where hypotheses come from. Anyone who follows politics will likely carry around in his or her head a lot of ideas about what explains political behavior. Such ideas may come from personal experience, from conversations with others, or from following politics through the mass media. This is true as well for the ways social scientists think about politics. In addition, however, social scientists develop hypotheses more systematically by studying the scholarly literature for the results of previous research. This is important for at least a couple of reasons. For one thing, it is usually the case that the more you learn what is already known about a subject, the more new questions you are likely to have. A review of the literature helps generate new hypotheses. Even more important, social science seeks not merely to describe raw facts, but to explain why people behave the way that they do. To accomplish this, we need to put our ideas into a broader theoretical context that offers such an explanation. It is a fact that in the United States, from 1936 through 2000, the incumbent party has always won the presidency whenever the Washington Redskins won their last home game before the election, and lost whenever the Redskins lost. However, since there is no reasonable explanation for why this should be the case, it is merely an interesting bit of trivia, and no serious observer of politics would rely on it in analyzing the next presidential contest. A second difference is that, for many people, ideas about patterns of political behavior remain merely assumptions. Social science insists that the validity of assumptions must be tested against data. Conceptual definition. We need to know, and be able to communicate to others, what our independent and dependent variables mean. What, in other words, is the idea in our mind when we use a term? Definitions found in dictionaries are examples of conceptual definitions. Sometimes, the idea that is in our mind when we use a term will be obvious, but often it will not. Many concepts used in political science are anything but clear. If we are to study political ideology, for example, we need to spell out with as much precision as possible what that concept means in the context of our research. Operational definition. For hypotheses to be tested, we will need to come up with measurements of our variables. An operational definition is one stated in a way that can be directly measured by data. We strive for a one-to-one correspondence between our conceptual definitions and our measurements (operational definitions) of them. If we succeed, then our measurements have validity and reliability. Data needed to provide operational definitions of our variables come from a wide variety of sources. We may gather the data ourselves. Analysis of data that we gather in order to test hypotheses that we have formulated is called primary analysis. Often, however, this approach would be totally beyond our resources of time, money, and expertise. A nationwide survey of public opinion, for example, would take months to design and carry out, would cost many thousands of dollars, and would require the services of a large survey research organization. Often, secondary analysis of data (that is, analysis of data originally gathered for other purposes) will suit our needs far better. Indeed, very important databases are used almost exclusively in secondary analysis. The Census Canada data is a good example. Other surveys such as the Canadian National Election Study and the General Social Survey were created, in part, for the express purpose of providing quality survey data for secondary analysis by students of Canadian politics. Indeed much of the work using the Canadian National is based on secondary analysis. To facilitate secondary analysis, the University of Toronto Data Library, and other university-based data archives have been established throughout the world. The largest of these is the Inter-university Consortium for Political and Social Research (ICPSR) established in 1962. Today, over 500 colleges and universities from all over the world, including the University of Toronto are member institutions. Students and faculty at these institutions obtain datasets that provide the basis for numerous scholarly books, articles, and conference papers, graduate theses and dissertations, and undergraduate term papers. The Social Sciences and the Natural Sciences What we have described as the social science method ? the effort to explain empirical phenomena by developing and testing hypotheses ? could as easily be called simply ? the scientific method,? without the ?  social? qualifier. There are, however, differences between social sciences, including political science, and the natural sciences. Though these are differences in degree, they are important. One difference is that the natural sciences rely much more heavily on experimental design, in which subjects are assigned randomly to groups and in which the researcher is able to manipulate the independent varia ble in order to measure its impact on the dependent variable. Often, when people think about the scientific method, what they have in mind are these sorts of controlled laboratory experiments. In political science, we for the most part are not able to carry out experimental designs. If, for example, we wish to study the impact of party affiliation on decisions by judges, we cannot very well assign judges to different parties, but rather have to take the data as they come to us from observing judges in their natural setting. Experimental design, however, does not define the natural sciences, nor does its absence define the social sciences. Astronomy, for example, must of necessity rely on observation of things that cannot be manipulated. ?Epidemiological?  medical research also relies on non-experimental data. Conversely, the social science discipline of social psychology has been built in large part from experiments in small group laboratories. In political science, a great deal of laboratory research on the impact of campaign commercials has been carried out in recent years. Field experiments are also common, as when survey researchers will test the impact of alternativ e question wordings by splitting their sample and administering different questionnaire forms to different subsets of respondents. Nevertheless, it is fair to say that experimental designs are much less common in the social sciences, including political science, than in the natural sciences. Most of our research design is, in effect, an effort to approximate the logic of experimental design as closely as possible. Other differences, also differences in degree, have to do with lower levels of consensus in the social sciences. There is less consensus about conceptual definition. Even if we agree that power is a key concept for the study of politics, we may not agree on what power means. Chemists, on the other hand, not only agree that molecules are important, they also mean pretty much the same thing when they use the term. There is less consensus about operational definition. Chemists also agree on how to measure the atomic weight of a molecule. Social scientists are far from unanimous in the ways they go about measuring power. It bears repeating that these differences are ones of degree. In the natural sciences there are also disputes at the frontiers of the various disciplines about what concepts are important, what they mean, and how they should be measured. In the social sciences, consensus is likely to break down from the start. Even if we can agree that a particular concept is important, on what it means, and on how it should be measured, we will encounter far larger problems of measurement error than those in the natural sciences, where measurement is not without error, but is typically much more precise. Finally, remember that we are involved in trying to explain human behavior. People do not seem to behave as predictably as molecules. Philosophers are not in agreement on this point, but it may be that human behavior is inherently less predictabl The fact that we deal with tendencies rather than with laws means that, for the most part (and despite impressive work by ? rational choice? theorists to develop formal mathematical models of political behavior), political science makes relatively little use of elegant systems of deduction, but considerable use of statistics, which provides us with valuable tools for dealing with probabilities. Despite its unavoidable limitations, political science as a social science has produced an explosion in our knowledge about politics. This has had important practical consequences. For example, no serious aspirant for a major elected office in an economically developed democracy would consider embarking on a campaign without consulting experts in survey research, a signature social science technique. In addition to being, in part, a social science, political science is also in part a humanity. Political science as a humanity means at least a couple of different things.

Winston Churchill Essay -- History

Winston Churchill Churchill, Sir Winston Leonard Spencer Churchill was born at Blenheim Palace, his family's ancestral seat in Oxfordshire, on November 30, 1874. He was the older son of Lord Randolph Henry Spencer Churchill, a British statesman who rose to be chancellor of the Exchequer and leader of the House of Commons. His mother was an American, Jennie Jerome, the daughter of a New York financier. Churchill inherited a family tradition of statesmanship that went back to the great English general John Churchill, the 1st Duke of Marlborough, in the 17th century. Winston as a youngster attended Harrow School, in the ghetto (outskirts) of London, where he was schooled in the classics. He was a diligent student and, like his father, had a remarkable memory, but he was also stubborn. Churchill had little interest in learning Latin, Greek, or mathematics. By his own account, he considered himself such a dumb ass that he "could learn only English." However, he said, "I learned it thoroughly." Since he was but a wee lad Churchill was way into soldiers and warfare, and he often played with the large collection of lead soldiers in his nursery. His later years at Harrow were spent preparing to enter the Royal Military College at Sandhurst, from which he graduated with honors. Early in 1895 his father croaked; Churchill was only 20 years old. A few weeks later Churchill was promoted as a second lieutenant in the 4th Queen's Own Hussars, a regiment of the British army. Hamilton's March (1900). In November 1895 Churchill spent his first military leave on assignment for a London newspaper. He traveled to Cuba in order to accompany the Spanish army, which was trying to stop a rebellion. On his 21st birthday, which was spent in the Cuban jungle, and for the first time he encountered a live battle . Later, after his regiment was sent to India in 1896, he secured a temporary transfer to the rugid North-West Frontier, where a tribal rebellion was under way. Churchill's dispatches to the Daily Telegraph newspaper in 1897 formed the basis for his first book, The Story of the Malakand Field Force (1898). In 1898 Churchill went to Egypt attached to the 21st Lancers and took part in the reconquest of the Sudan. This area south of Egypt had been controlled by Egypt prior to 1885, when it fell to a rebel Muslim group. As Britain gained control of Egypt in t... ...nly seeking a summit conference between the Soviet Union and the Western powers. In 1953 Queen Elizabeth II conferred on him the Knighthood of the Garter, and he became Sir Winston Churchill. In the same year he won the Nobel Prize for literature for his historical and biographical works and for his oratory. In November 1954, on Churchill's 80th birthday, the House of Commons honored him on the eve of his retirement. In April 1955 he resigned as prime minister but remained a member of the House of Commons. In his retirement, Churchill worked on completing A History of the English-Speaking Peoples (1956-1958), a four-volume work begun in the late 1930s but postponed during World War II. He devoted much of his leisure in his later years to his favorite pastime of painting, ultimately producing more than 500 canvases. The Royal Academy of Arts featured his works in 1959. In 1963 the U.S. Congress made Churchill an honorary citizen of the United States. Churchill died peacefully at his town house in London, two months after his 90th birthday. Following a state funeral service that was attended by dozens of world leaders at Saint Paul's Cathedral, he was buried near Blenheim Palace.

Problems of the Past Essay

Usually, when one’s past problems are pushed away and neglected, they grow in size until they are too much to handle. The two short stories The Swimmer by John Cheever and A Rose for Emily by William Faulkner portrays how a reluctance to accept or let go of one’s past can lead to many problems and difficulties. This is emphasized through the development and actions of the characters, Neddy and Emily, the aspects of southern life and American suburbia, and the irony and structure of the plots. Throughout their lives, Neddy and Emily inevitably experience change despite their attempts to disregard and ignore it. The actions and characteristics of Neddy and Emily illustrate and give insight about their past, their crutches, and the archetypal change they ultimately face. The American suburbia and Southern town that Neddy and Emily reside in directly symbolizes their problems, emphasizes the changes they face, and possible sources that fuel their reluctance to let go of their past. The irony, structure and conflict of the plots illustrates the futility of Neddy and Emily’s reluctance to accept and let go of their past, the overall damage of their problems, and other sources that fuel their problems. The actions and personality of people can give insight about their life. Firstly, Neddy and Emily’s characteristics and actions illustrate their problems and past. For example, in The Swimmer, after Neddy visits the Halloran’s pool and Mrs. Halloran expresses her condolence towards Neddy’s misfortunes, Neddy says â€Å"My misfortunes? (†¦) I don’t know what you mean† (25). The fact that Neddy seems unaware of his problems shows how Neddy is reluctant to accept his past, so much so that it made him lose grip on his life. Similarly, Emily, after her father’s death, becomes secretive and â€Å"people hardly [see] her at all† (12). This shows how Emily clings to her past because she spends all her time confined in her house, avoiding the present. Additionally, â€Å"when the next generation, with its more modern ideas, became mayors and aldermen†, Emily refuses to pay taxes and says, â€Å"I have no taxes in Jefferson† (12). This emphasizes how she does not want to change from her past ways and conform to the new ideas of the town. Secondly, Neddy and Emily’s characteristics and actions illustrate the crutches that they use to forget or hold on to their past. For example, in The Swimmer, Neddy drinks a lot of alcohol and naturally accepts it from numerous houses he visits. This shows how he cannot cope with reality and his past so he uses a crutch, in this case alcohol, to make him wash away his reality and forget his underlying problems. Moreover, when Neddy decides to swim across the county, it shows how he is possibly using the idea as a way to keep his mind off his past. Likewise, in A Rose for Emily, Emily keeps her father’s body â€Å"for three days† after he dies (13). This reveals Emily’s desire to control another and her refusal to accept the fact of death. Her desire to control is her crutch and it shows how she does not want to let go of her past since her father, before he died, controlled her, so she â€Å"[had] to cling to that which had robbed her† (14). Lastly, the actions and personalities of Neddy and Emily signify the archetypal change that they ultimately face. For example, in The Swimmer, after completing his journey, Neddy â€Å"[cries for] (†¦) probably the first time in his adult life† (27). When compared to Neddy’s first description of being very happy, youthful, with â€Å"[nothing] confining in his life,† it emphasizes the change that Neddy faces despite his attempts to avoid it (21). In contrast, in A Rose for Emily, Emily does not go through any change as she stays confined in her house, with â€Å"the only sign of life about the place being the Negro man (†¦)going in and out with a market basket† (12). Her lack of change as a person while the â€Å"newer generation became the backbone and the spirit of the town†, illustrates her dislike towards change as a whole (16). This also emphasizes her reluctance to let go of her past because it would involve change, which she clearly loathes. Ultimately, the characters’ actions and personalities create irony because their problems are expressed through them, despite their efforts to forget about it. The setting one resides in could be a factor that influences one’s actions and characteristics. The setting that one resides in can give insight about their way of life. Firstly, the American suburbia and Southern town that Neddy and Emily reside in directly symbolizes their problems. For example, the setting in The Swimmer is illustrated to be an American suburbia full of wealthy and privileged adults who spend all their time drinking and having parties. This is symbolic of Neddy who considers himself energetic and having â€Å"especial slenderness of youth† with very few problems (21). However, just like the suburbia, under Neddy’s apparent happiness and bloated comfort lie growing family and economic problems. Similarly, A Rose for Emily portrays the setting to be a southern town with ignorant views and rumours. This is representative of Emily’s ignorance towards change because despite many messages from the mayor and sheriff asking for change, â€Å"[Emily] would not listen to them† (16). Secondly, the societies and settings that Neddy and Emily are in emphasize the possible sources that fuel their reluctance to let go or hold on to their past. For example, the society in The Swimmer makes Neddy act like everyone else where people have parties, fun, and are â€Å"honored to give [Neddy] a drink† (26). This illustrates how Neddy’s problem with accepting his past could have rooted from his town’s society where he is expected to live in apparent happiness. Similarly, the society that Emily is in expects her to act like others, like when Emily is expected to marry someone. This shows how Emily’s necrophilia and use of her father’s controlling ways was caused by the society because she was expected to marry someone, but since Homer was not a â€Å"marrying man†, she killed him so she could be with him and be in control (15). Lastly, the settings that Neddy and Emily reside in emphasize the changes they face. For example, in The Swimmer, as Neddy begins his journey and is unaware of his problems, the setting is described as a â€Å"midsummer Sunday† where everything seems peaceful and perfect (15). As Neddy continues his journey and his problems and past begin to dawn on him, the weather changes and a thunderstorm occurs. By the end, â€Å"the place [is] dark† and gloomy and Neddy is hit with the full realization of his problems (28). This pathetic fallacy is symbolic of the change that Neddy goes through because the setting and weather are directly connected to his emotions, changing depending on how he feels. Similarly, in A Rose for Emily, as the town changes constantly, Emily’s house stays, â€Å"lifting its stubborn and coquettish decay† (11). The fact that her house is described to be stubborn and decaying is symbolic of Emily, who is also stubborn towards change and is decaying metaphorically, as she lives in her past, confined from the outside world. Ultimately, it is shown that the setting one resides in can heavily influence the decisions and choices one makes. The setting of a story is closely linked to the plot as it has influence on it. The plot of a story connects the characters and settings to the problems and difficulties at hand. Firstly, the irony of the plots illustrates the futility of Neddy and Emily’s reluctance to accept and let go of their past. For example, The Swimmer is ironic because Neddy drinks alcohol in order to forget about his past but it ends up sharpening his unhappiness and problems. The irony emphasizes how Neddy’s attempt at forgetting his past is pointless and futile because it ends up coming back to him. Likewise, A Rose for Emily is ironic because Emily buys arsenic and the town thinks, â€Å"she will kill herself† with it, but Emily ends up using it to poison Homer (15). This shows how Emily did not chose death as a way out of her past but succumbed to her father’s controlling ways. She resorted to necrophilia in order to control Homer, emphasizing how her reluctance to let go of her past is useless because in reality, she can never go back to her past. All she can do is pretend to still be in the past by dwelling on her father’s old ways. Secondly, the structure of the plots emphasizes the overall damage that Neddy and Emily face. For example, The Swimmer ends with Neddy looking at his abandoned and broken down house. The fact that there is no falling action shows how Neddy’s disregard for his past upscale his problems to the point of no return. In contrast, A Rose for Emily does not follow a regular beginning to conclusion structure since it begins with Emily’s death. The non-chronological and unnatural structure is symbolic of how Emily, who was once considered â€Å"tradition, a duty, and a care†, had succumbed to eccentric and unnatural ways (11). Lastly, the conflict of the plots illustrates additional sources that fuel Neddy and Emily’s problems. For instance, The Swimmer portrays the central conflict to be person vs. himself since Neddy always â€Å"[needs] a drink†, showing how he cannot control his urge (26). This emphasizes how his problems are deeply rooted in his alcoholism and are simply not from his family and economic problems. In contrast, the main conflict in A Rose for Emily is person vs. erson since Emily’s father was possessive and controlling of Emily. The town â€Å"[remembers] all the young men [Emily’s] father had driven away† illustrating how he kept Emily isolated from the community (14). This shows how Emily’s eccentric ways and hatred towards change stemmed and rooted from her father because of the way he treated her. Since he controlled her so much, Emily had no choice but to cling on to the past when he died because it was the only thing she was used to. Ultimately, the plot emphasizes how Neddy and Emily created more problems than they started out with by not letting go or accepting their past. In conclusion, the two short stories The Swimmer by John Cheever and A Rose for Emily by William Faulkner emphasize, through the development and actions of the characters, the aspects of the settings, and the structure and irony of the plot, how a reluctance to accept or let go of one’s past can lead to many complications and difficulties. Ultimately, when people with underlying problems reside in a society, whose views and traditions tempts them to forget or cling on to their past, end up losing their grip on reality and ruining their lives.

“How to Poison the Earth” Analysis Essay

â€Å"How to poison the earth† Saukko essay In How to Poison the Earth, the author Saukko uses sarcasm, satire, and ironic text in order to capture the readers attention and make them understand her purpose in the essay, which is to show people the future of out planet. From the very start, her thesis is very straight forward and grabs your attention right away. â€Å"Poisoning the earth can be difficult because the earth is always trying to cleanse and renew itself. A sense of sarcasm is noticed in the authors tone as she is stating that even though we have al these toxic chemicals like uranium-238 which is takes million of years to dipsose, and nuclear power plants that create hundreds of plutonium each ear. It is still not enough for the earth to be polluted is ironic. Next she transitions into a step-by-step guide on different ways to put these substances around the earth environment. By means of injection into the soil, where it then travels to the water, and then into t he air.Which will come back tot the ground in the form of rain thus creating a endless cycle of chemical revolving polluting the earth. She adds data and statics in order to demonstrate the massive amount of toxic substances that is occurring in reality. It is not exaggerated as the info is collected from the EPA (Environmental Protection Agency) She then links the ocean with her thesis by stating that it is the hardest to contaminate due to it ability to â€Å"neutralize some† of the substances as well as its large capacity.Which allows it to be the best long term storage as she says â€Å"we must use the ocean as a dumping place for as many toxins as possible. † Using ironic text to grab the readers attention with her true purpose. All in all, Linnea saukko use of satire, sarcasm, and ironic text in order to convey her message to the audience works. As a in direct way or vague in hope that the reader will catch on to her purpose and make the reader understand that th e earth is being polluted in a larger scale that what we perceive.

The Affect Weather Has on Human Life

The Affect Weather Has on Human Life Introduction Destructions caused by storms, floods, droughts, earthquakes, and further source of danger often expose human to insecurity, exacting a serious economic cost and weakening livelihoods. These effects can be short-term, but in many instances disaster also damages the lasting habitability or economic normal growth and development of the affected region.Advertising We will write a custom report sample on The Affect Weather Has on Human Life specifically for you for only $16.05 $11/page Learn More While the severity of destruction is an important issue, the timeless and capability of assistance and reconstruction programs, and the flexibility of affected territories and societies, will eventually shape the expectations of the region. Regions or countries that have experienced natural disasters, often known as fragile states in the global literature, are states that have experienced disasters such as floods, earthquakes, hurricanes, or droughts to the level that their safety, economic, health, and welfare structures are damaged or ruined. A current severe and sad example of the hit of natural disaster is the Hurricane Katrina which happened in United States on 29, August 2005 (Barb 2007). At a first glance, the attack on the Gulf Coasts of U.S. seems to be an example of a bulldozer contest at work. In building this research, the method used of ­fers a comprehensible or deep observation of the situations. The investigation, which takes the subsequent section and to which the study precedes to the conclusion of the research, assesses the impact of the attack on economy and health of the inhabitants of the city New Orleans. This proportional and static method employs measures established on the environmental effects of the hit. It points out the environmental effects of the attack on New Orleans economy and the health of the inhabitants. Natural Disaster On August 29, 2005, Hurricane Katrina, one of the most fatal hurricanes hit the southern part of U.S. This incidence caused landfall on the seashore of the Gulf of Mexico and within hours it became the major natural tragedy in U.S history (Jeremy, Matthew 1).Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The level of the destruction was unparalleled and had a bad effect on lives, huge demolition of property, and movement of hundred of thousands of people. Survivors of these natural tragedies were exposed to several obstacles to revival, as well as health and mental health problems. When Hurricane Katrina hit, the strength of the wind and storm surge aroused the levees and flooded the affected city’s resulting to loss of life, shocking damage, and massive dislodgment of people (Warner Scott, 2005). Eighty percent of New Orleans was flooded and unlivable causing the movement of the greater part of the city inhabitants. Hurricane Katrina caused the prime single movement of inhabitants from a natural disaster in US history. Effects of Hurricane Katrina on New Orleans Economy The economic results of Hurricane Katrina, which strike the Gulf coast of America, are extensive. According to research carried out on the impact of the storm on the city, it was observed that Hurricane Katrina destroyed properties thereby exposing the city to environmental pollution which is harmful to the health of the inhabitants. Furthermore, the wreckage caused by the storm has devastated the economy. Before Hurricane Katrina, New Orleans created about 600,000 non-farm occupations. With reverence to its inbuilt nature, the total economic growth to New Orleans has surpassed $150 billion (Barb, 2007). Hurricane Katrina is an unpleasant shock to New Orleans and the economy of the nation, as a result shifting the economic development of New Orleans both in job opportunities and health wise. Hurricane Katrina in effect, damaged lives (labor) and capita l (production facilities, oil platforms), and consequently it negatively affected New Orleans ability to manufacture goods and services (Falk Baldwin 2006). The storm caused terrible damage in New Orleans (Gulf Coast of America). The levees that divided Lake Pontchartain from the city of New Orleans were destroyed causing the flooding of about 80 percent of the city, thereby damaging industries and houses within the city.Advertising We will write a custom report sample on The Affect Weather Has on Human Life specifically for you for only $16.05 $11/page Learn More New Orleans’ economic infrastructure has several flaws, many of which preceded Hurricane Katrina but have been worsened by the damage done by the hurricane and its consequences. Perhaps, the single most important physical infrastructure problem is the changeable position of the levees and the flood-control system protecting the city from upcoming hurricanes. Despite the refurbishments that have been made, the doubt surrounding the city’s safety from future Hurricanes put off much-needed investment, both in the city’s opened business residents and by prospective new businesses and residents. Besides, the city’s physical infrastructures needs major improvement and renovations, not just to essential facilities as streets, transportation networks, and utilities, but particularly to the port and the city’s biomedical facilities. Other main setbacks for the city’s economic infrastructure include the quantity and quality of its labor force and the city’s association with business sectors. Effect on health Hurricane Katrina, the difficult concern of mental illness doubled compared with that in a similar New Orleans population before the hurricane. As occupants reoccupied the town, health authorities became more disturbed about the possibility for respiratory health consequences from danger to water destroyed homes and environment. Wh en experiencing a major storm, health workers are expected to work with other primary responders on awareness functions like preparing removals, carrying out examination for death rate and for infection, and communicating about dangers of post-hurricane, such as the danger of carbon monoxide physiological state created by toxic substances from unsuitable use of generators when power connections are disconnected (Falk Baldwin 2006). Hurricane Katrina caused vast challenges to public health and necessitates wide-ranging reactions.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Important concerns included the extensive damage it caused in New Orleans and across several states, as well as the interruption of clinical services; the disconnection of electric, gas, transportation system, and other services; destructive flooding that contributed to the mass departure of New Orleans; the need to supply protection, life, and medications for a long period to one million people who have been evacuated; and the problems in repopulating New Orleans, restoring its health care sector, and going back to fundamental public health roles (Falk Baldwin 2006). The effects of Hurricane Katrina on the health sector of New Orleans consist of the evaluation of huge amount of wreckage and decisions about harmless removal of solid and harmful wastes, evaluations about release of and exposure to harmful substances from manufacturing companies and waste places. Hurricane Katrina left the city of New Orleans in a difficult situation as a result of toxic air pollution which gives inc rease to health hazard of the residents. In line with research on Hurricane Katrina, human exposure to toxic air noxious wastes may cause cancer or other serious health consequences, such as procreative effects or birth deficiencies, or undesirable environmental and natural effects (Falk Baldwin 2006). Example of toxic air toxins include benzene, which is detected in gasoline; perchlorethlyene, which is discharged from some dry cleaning facilities; and methylene chloride, which is used as a solvent and paint stripper by a number of factories in New Orleans and other cities worldwide. Examples of other air toxic which have or will have an negative effect on the residents of New Orleans is carcinogenic hydrocarbons, asbestos, methylbenzene, and metals such as hydrargyrum, mercury, Cr, and lead compounds. In conclusion Hurricane Katrina have negatively affected the lives of many inhabitants of New Orleans (Or Gulf Coast) and caused billions of dollars in property destruction. However, environmental emergencies connecting the discharge, or vulnerable release, of oil, radioactive equipment, or harmful chemicals potentially may have an effect on communities and the neighboring environment. However, discharge caused by Hurricane Katrina is grievous to both the economy and to human health and with the harm done by storm on the economic infrastructures in New Orleans, it was observed that the residents are open to poisonous air toxins at an adequate concentrations and periods and this may result in high chance of developing cancer or experiencing other severe health effects. These health effects may possibly include harm to the immune system, and neurological, procreative (e.g., reduced fertility), developmental, respiratory, and other health harms. Similar to humans, if animals are open to waste from toxics, they may in time contact health problems (EPA, 2003). For example, increases in close air ozone and air pollution can be connected to high rates of asthma exacer bations because the contact has been found to stimulate an increase in airway inflammation. Barb, Palser. Hurricane Katrina: Aftermath of Disaster. Minneapolis, MA: Capstone, 2007. Print. Environmental Protection Agency (EPA). About EPA. 2003. Web. https://www.epa.gov/aboutepa Falk, Helen, and Baldwin George. Environmental health and Hurricane Katrina. Environ Health Perspect (2006): 114: A12-A13. Web. Jeremy, Levitt I, and Matthew Whitaker C. Hurricane Katrina: Americas Unnatural Disaster. Nebraska: U of Nebraska Press, 2009. Print. Warner, Charles, Scott Thomas R. Where they died. The Times-Picayune. 2005. Web. https://www.nola.com/

Christianity Marks Departure essays

Christianity Marks Departure essays It can be maintained that Christianity marked a departure from the values and belief structures of the Greco-Roman cultures to the extent that the first tended to emphasize the importance of expansive teaching and conversion of followers, monotheism and a separation of church and state, while the later championed the importance of mystic secrecy, a variety of patron gods or civic gods, and the importance of rulers as gods. The Greco-Romans fell into a variety of cult organizations that emphasized the importance of keeping secret the doctrines and rites that could redeem their followers, according to Professor Weber. By contrast, the early Christians felt the road to their salvation lay in the salvation of followers, via their education and inclusion in the process of educating others. In addition, according to Professor Weber, Judaism... Strengthened itself as a distinct, self-conscious belief by giving followers courage in times of persecution and making them fearful of offending Jehovah.... Early Christians supported the notion of a single, all-powerful god. These early Christians, who still described themselves as Jews, worshipped the god Jehovah, and saw him as the sole recipient of their allegiance. Greek political organizations, by contrast, emphasized the importance of a variety of gods supervising various city-states, while religion was seen as a necessity for the well-being of the state, as supported by Spielvogal, Western Civilization, A Brief History. Religious festivals were an important part of Roman religious practice. There were two kinds: public festivals ordained and paid for by the state and private festivals celebrated by individuals and families. (Spielvogal, 1999, p95) Since Christians did not recognize the Roman gods they refused to participate in the festivals and were starting to be considered by the Romans as harmful to the community. According to Professor Weber the ea...

Cox Surname Meaning and Origin

Cox Surname Meaning and Origin There are several possible origins or meanings for the last name Cox. Options include: Form of COCK (little), a term of endearment (i.e. WILLCOX, little Will), often used to denote a leader or chief man.Possibly originated from the Welsh word coch, meaning red.Cox could also be a locality descriptive surname for heap, haycock, or hillcock. Last Name Statistics Old and common last names are often difficult to define, research, or trace. Cox is the 78th most popular surname in the United States. Cox is also popular in England, coming in as the 52nd most common surname. Origin: English, French, Welsh, and/or IrishAlternate Spellings: Cocks Genealogy Resources Genealogy Forum: Search this popular genealogy forum for the Cox surname to find others who might be researching your ancestors, or post your own Cox query.RootsWeb hosts several free mailing lists for researchers of the Cox surname.FamilySearch hosts records, queries, and lineage-linked family trees posted for the Cox surname and its variations. Resources and Further Reading Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Cottle, Basil. The Penguin Dictionary of Surnames. Penguin, 1967.Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. Oxford University, 1989.Hanks, Patrick, editor. Dictionary of American Family Names. Oxford University, 2003.Menk, Lars. A Dictionary of German-Jewish Surnames. Bilingual ed., Avotaynu, 2005.Smith, Elsdon C. American Surnames. Genealogical, 1997.

Assignment 2Q Example | Topics and Well Written Essays - 250 words

2Q - Assignment Example The Project Manager must verify these deliverables are those items that have been finished. However, upon the end of implementation phase, closing a project becomes a necessary point. Closing a project requires careful analysis and often misunderstood from a project management standpoint. This paper will discuss some of the project closures that are challenging for project management. In Agile, financial discrepancies can be a huge factor. Often times in a project, expectations are not met that are defined in scope and the WBS. Thus, creating contingency strategies is pivotal towards executing a successful project. One of the most pivotal contingency strategy is to have a high incremental cost of resources. Resources are often less expensive when they are bought in bulk, but expensive if they are purchased incrementally. Hence, it is critical to have software and other resources purchased in bulk to avoid paying extra money. Another key strategy is to have collaborative sessions on a day-to-day basis. Often times the project falls behind because individuals are not aware of unexpected circumstances that can occur. Keeping in track with their progress on day to day basis can be truly helpful in the long run. This become problematic as the project due date comes closer since many smaller tasks may not be captured in the WBS itself. One of the biggest concerns for c losing a project is the end the finer details of the store. This becomes more problematic the project does not achieve optimal results. This is where the project may fall. For instance, The Project Manager should produce confirmation from the Senior User or User Group that the final product or outcome of the project meets the acceptance criteria.   Another fact to be incognizant of are budget discrepancies. Budget discrepancies are one of the most difficult challenges to deal with when closing down a project because PMs

Master dissertation proposal (outline)of about 600 words Essay

Master dissertation proposal (outline)of about 600 words - Essay Example The purpose of introducing ICT in education is to enhance the language learning and educational activities of students and support the teaching process by means of computers, internet and the latest technologies. ICT has already become a part and parcel of young kids’ lives. The research will focus on questions like: has introducing ICT concepts at so young an age helped children discover, examine, explain and solve problems, foresee, argue and judge? For primary school children, that is, key stage 1 and 2, do teachers feel their responsibility where to make use of ICT tools to support language learning of the students? Is ICT also helping children with special needs or not? There are a lot of ICT tools available that help children with special needs adapt to their new learning environment which is more efficient and more helpful to them. Do these tools help children who find difficulties such as language hurdles, cultural hurdles, writing trouble (dysgraphia), reading difficu lties (dyslexia), math difficulties (dyscalculia), memorizing difficulties and environmental disadvantages? These issues have inspired me to conduct a research about ICT in CALL for young children. Harriet, Price. The Really Useful Book of ICT in the Early Years. United Kingdom, UK: Routledge, 2008. (This book helps explain the role of ICT in young children’s education especially their language learning process.) Siraj-Blatchford, Irum., & John Siraj-Blatchford. A Guide to Developing the ICT Curriculum for Early Childhood Education. United Kingdom, UK: Trentham Books, 2006. (This book is also a great help in understanding the importance of ICT in CALL in early childhood phases.) Questionnaires and personal interviews with teachers, parents and children will be conducted. I shall visit parents at homes and teachers and children at school. I shall conduct a comparative research based on results received from children

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In what ways does an understanding of history and changing museological ideas help to explain the foundation and early development the British Museum and The National Gallery - Essay Example hosts princely art collections, the British Museum and the National Gallery offer phenomenal cultural industries that form the pride and identity of the people of the United Kingdom. Given that museums reflect cultural ideologies, these institutions have undergone changes that to some amounts to distortion of what should have been held so dear, and to others, the changes have resulted in better safekeeping avenues for the kind of artifacts that they harbour. In order to have rationally informed understanding of contextual relevance of these two iconic institutions, an in depth analysis of the impacts of history and changing museological ideas have had on them is necessary. The British Museum owes its inception to the will and determination of Sir Hans Sloane, a physician, naturalist and collector, whose ambition of seeing his collections preserved, according to Edwards (2011), formed the basis for the foundation of the museum. The initial collections of this museum consisted of manuscripts, books and natural specimens. In addition, other relics such as coins, medals, paintings and drawings were also available among the collections. Housed at Montagu House, it became accessible to the public in 1759, majorly drawing attention from curious individuals, and entry was free to all persons. During the period covering the 19th century, the museum received enormous expansion, both in space and in the array of collections, with such artifacts as ethnological and archeological materials from Europe and as far as Syria being incorporated. To this present moment, the museum has continually expanded its antiquities and currently includes artifacts from all round t he world, from Chinese ceramics to Egyptian Tomb-Chapel of Nebamun. Currently, the museum is looking forward to building the World Contemporary Exhibition Centre that will offer an additional temporary display space (The British Museum, 2015). On the other hand, The National Gallery came into existence when the

Seminar Paper for Autobiography of a Face Essay Example | Topics and Well Written Essays - 250 words

Seminar Paper for Autobiography of a Face - Essay Example Lucy appears determined to fight the problems in her life. She appears bold and as she tells about the time she spend in the hospital she has no pity. Her response to the harassment of her schoolmates shows how much she resents the problems she is passing through. This seminar paper analyzes the behavior and reaction of Lucy in the face of the teasing and torment she received from her schoolmates. The reaction displayed by Lucy is a defense mechanism that she employs to shut out her peers.. Her disfigured face attracts a lot of ridicule, teasing and harassment from the boys in her school. Before getting to school Lucy knows nothing much about her appearance (Grealy 124). Her going to school makes her understand that she is not acceptable socially to her peers. Her reaction to the behavior of her school mates is an act of defense as she waits for her situation to change. She hates the treatment she is being given and the only thing she can do is to seek to defend herself from it. This is so because she later runs away from her schoolmates thinking that nobody will want to love her because of her situation (Grealy 125). If she was mature and of good reason she could not have been broken down by the teasing and social isolation. The paper has analyzed the reaction of Lucy to the torment of her peers. She acted as a defense mechanism to distance herself from what was happening in order to hide her hurt. This was so because she later withdraws from her peers because of social isolation and too much teasing probably because her strategy could no longer work for

Management Essay Example | Topics and Well Written Essays - 2500 words - 5

Management - Essay Example Figure 1 shows how this disruptive model works. The focus of this paper is to ascertain the secrets of success in sustaining long-term performance and growth; in essence, how to become an innovator. In MGT class, we have asserted that it is no simple matter for a firm to be a long-term innovator and that accomplishing this requires capable performance in corporate strategy, culture, architecture, leadership and decision making (taken from topic question). During the process of researching this paper, the realization I came to is that sustainable growth comes from many different factors but they are all under one subheading: This one heading encompasses the myriad of topics that were and still are discussed in MGT. These areas also contain the seeds of creating sustainable growth and innovation in companies. I will discuss how these areas manifested in various companies for their betterment or their detriment. My position is that I agree with Christensen and Raynor in that disruptive sustainable growth, while not yet fully experienced by any company to date (except possibly for Microsoft), is within the realm of possibility. Sustainable growth and innovation is a product of one seamless thread of business concept and application from top to bottom. How this thread is severed can come from many different areas, one of the most important being from the management team level. Executives are charged with the task of creating profit in various business and product lines within their companies. How does a manager allocate his time and resources to do this? For me, the concept of disruptive growth is a Rosetta stone in this topic. To me, it holds within it the essence of growth and success along with chaos theory. These two concepts create a complexly rich look at how managers can conceptualize and manage their businesses without forcing control onto their businesses. Chaos theory ‘deals with unpredictable complex systems’ (â€Å"What is Chaos

Audience Analysis Paper Essay Example | Topics and Well Written Essays - 1000 words

Audience Analysis Paper - Essay Example For the purpose of this analysis these persons are expecting the correspondence of quarterly sales information. In order to relay information accordingly considerations must be made for appropriate channeling, consideration of audience characteristics, and specifics toward audience diversity. Aside from these matters assurance must also be made to ensure that the message is perceived effectively by the corresponding audience. Discussion When dealing with large groups and presentation methods it must first be established what the speaker can control. In this case it would be the type of presentation that is warranted for a large group and how to maintain the information that will be delivered. By establishing what type of presentation is best suited, the speaker needs to determine the characteristics of the audience. This can be accomplished by utilizing audience recognition. In the case of groups it is best to focus on generalization or what the members of the group have in common ba sed on demographics and psychographic profiling (Adapting your message to your, p. 44). In this case of having to deliver one specific message to a large group of stakeholders it can be assumed that these individuals will be interested in profit margins and best selling merchandises that can be revealed in the reports. By figuring the place of the individual stakeholders (i.e. who is the customer, who is the manager, who is the salesperson) the amount of understanding the individuals will have about the information can be determined. In the case of having to disclose quarterly sales information the presentation should be done at a level that the customer can understand. The customer will more than likely be the least likely persons out of the group that does not have the common education level of the others on the subject. That means that the group presentation should be presented to an education level that is equivalent to the customers. Based on the lack of information that the cu stomer may have an appropriate channel would be to have a written record of information that will be discussed in the meeting. The written information (outlining document that follows the speaker in presentation with points from the report) should also be accompanied by definitions of terminology and emphasis on important points (Adapting your message to your, p. 49 - 56). This channel of trade is needed to give the lesser informed members of the audience insight on what the presentation is attempting to correspond. In this case the customer portion of your audience may be lacking appropriate knowledge of quarterly sales reports. For all intensive purposes the presentation can be classified as a lecture and it is likely that visual aids may be needed. Based on lecture characteristics it is assumed that audience attentions dwindle after about 30 minutes into the presentation and they retain about 3 pieces of information from an hour long sitting (Robertson, pg 237.) Audience lack of retention as previously stated implies that transferring verbal information without the use of visual aid does nothing for group retention. To offset the negative effects of long presentations the active learning process is promising for positive retention of the audience. The human interactive system is embodied in a PowerPoint that employs a interactive system (Robertson, p. 237 - 238). Aside from the characteristics of the audience it is likely that the diversity of the group can be

Management Essay Example | Topics and Well Written Essays - 2500 words - 5

Management - Essay Example Figure 1 shows how this disruptive model works. The focus of this paper is to ascertain the secrets of success in sustaining long-term performance and growth; in essence, how to become an innovator. In MGT class, we have asserted that it is no simple matter for a firm to be a long-term innovator and that accomplishing this requires capable performance in corporate strategy, culture, architecture, leadership and decision making (taken from topic question). During the process of researching this paper, the realization I came to is that sustainable growth comes from many different factors but they are all under one subheading: This one heading encompasses the myriad of topics that were and still are discussed in MGT. These areas also contain the seeds of creating sustainable growth and innovation in companies. I will discuss how these areas manifested in various companies for their betterment or their detriment. My position is that I agree with Christensen and Raynor in that disruptive sustainable growth, while not yet fully experienced by any company to date (except possibly for Microsoft), is within the realm of possibility. Sustainable growth and innovation is a product of one seamless thread of business concept and application from top to bottom. How this thread is severed can come from many different areas, one of the most important being from the management team level. Executives are charged with the task of creating profit in various business and product lines within their companies. How does a manager allocate his time and resources to do this? For me, the concept of disruptive growth is a Rosetta stone in this topic. To me, it holds within it the essence of growth and success along with chaos theory. These two concepts create a complexly rich look at how managers can conceptualize and manage their businesses without forcing control onto their businesses. Chaos theory ‘deals with unpredictable complex systems’ (â€Å"What is Chaos

SALARY CAP Research Paper Example | Topics and Well Written Essays - 1250 words

SALARY CAP - Research Paper Example In order to address the problem that occurs as a result of placing the salary cap, players union had came up with measures to negotiate for the welfare of players in a team to ensure that a the teams do not infringe the rights of their players (Rosner & Shropshire, 2011). For example, players union has put forth collective bargain agreement to negotiate with the Nation League on the amount of salary that each team should spend to their players. The aims of collective bargain agreement is to ensure that the National Federation league become more competitive. In addition, the salary cap helps to ensure that there is harmonization of salaries among different teams. This further prevents migration of players from one team to the other. Additionally, salary caps helps to ensure that each team retains the right talent and skill among its players. Moreover, the salary cap helps to prevent inequality among organizations sponsoring different players. For example, if there are no salary cap so me teams could be spending quit a lot of financial resources to fetch the best players from other teams but through salary cap such events may be prevented (Bryant, 2009). The benefits of putting in place the salary cap are numerous to both the organization and players. For instance, salary cap help prevent unnecessary inequality between clubs/organizations sponsoring the players by ensuring that no particular organization can spend more money in paying their players than the others. Further, it ensures that there is conformity with rules and regulations establish by the National Federation League. The first salary cap was introduced in 1994 where thirty four point six million dollars was set as the salary limit. The salary cap has been reported to continue increasing over the years and in 2011, collective bargain agreement was reached. The salary cap of one hundred and twenty million dollars was put forth. Moreover, in 2013, a

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by [emailprotected] (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-Whats in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Believe in Love at First Sight Essay -- essays research papers

Well I use to believe that love couldn't be made at first sight. But yet now today I do think it happens. I will now share what I think love means. Love is affection, devotion, passion, desire, warmth, respect or loyalty. You choose. It doesn't really matter which one because they are all forms of love. Some are powerful and demand attention while others are more subtle and just below the surface. In recent years, love has drifted from these subtle levels to the more noticeable ones, namely passion. In my opinion, our society downplays the real necessity for genuine affection. By this I mean that we, as a society, spend so much time focusing on only one level of love (passion) that we tend to neglect and not recognize the need for closeness and trust (friendship). Love is an all-encompassing emotion that can be powerful and demanding, but also rewarding and pleasurable. Love is commitment. To love means to commit oneself without guarantee, to give oneself completely in the hope that our love will produce love in the loved person. Commitment can be called the backbone or building block of love. In other words, commitment is needed in order to build a stable and trusting relationship. Without commitment, love would not be able to grow and flourish. It can be extremely demanding on someone who isn't ready or sure that they want to commit to another person. I do have to admit that sometimes this can be extremely difficult and may leave one feeling a bit vulnerable. Commitment is the ability to take a risk and to accept the possibility of disappointment or pain. Again, I have to agree that commitment can be demanding, but to look on the bright side, it can also be rewarding. To be able to stay in ... ...t quench Love, nor floods wash it away." (Songs 8:7) Love is powerful and beautiful if one knows how to show and possess it. Granted it can cause problems, but it has answers too. To say that love is subjective would be an understatement, but in order to have it we must first look within ourselves. Love is having compassion for others, sharing feelings and your life with another person, as well as, having faith in others and forgiving those we love for the any errs that they may make. Most of all, we must be committed to those we love. Of course, this is only my opinion. No matter how long I try to explain what love is ultimately it is up to you, the reader, to define what love is to you. So let me leave you now with the words of the great Humanist Erich Fromm, "Can anything be learned about the art of love, except by practicing it?"

The Faults in the Recent Project of Sainsbury :: Sainsbury Business Management Essays

The Faults in the Recent Project of Sainsbury In 2000, Sainsbury’s began its â€Å"business transformation programme†. The grand plan includes what is arguably the largest and most ambitious retail supply chain project in Europe. The main driver was the need to cut costs. However, internal research found that the company’s cost-per-case was significantly higher than its nearest rivals. Sainsbury‘s had been managing distribution in the same way for more than 40 years, which is mainframe-based warehouse management system, Its typical distribution center was almost as old. Compared to the age of the average Tesco depot—seven years—Sainsbury's depots were nearing the end of their useful life. The old system of depots was designed for the purposes, such as packing for meat and own-brand goods. However, it means that one store could be receiving goods from five or six different depots in any one day, which was highly inefficient. The old delivery system was also ill-suited to changes in customer tastes, habits and store locations. Supermarkets have to offer a wider range of products, in smaller volumes and at lower prices, than in the past, to people who shop when they need to rather than stocking up once a week. â€Å"Today, Sainsbury’s carries 2.5 million cases per week from around 2,000 suppliers. It also has to deliver them to 500 outlets every day, ranging from traditional large stores to smaller shops on previously untapped territories, such as railway terminals and Shell petrol stations. Given this diversity, daily â€Å"waves† of restocking are required from 5am onwards.† (http://www.supplymanagement.com/archiveitem.asp?id=8784, 4/4/2005) In order to service this need, Sainsbury revamped its supply chain and created a complete end to end supply management system. â€Å"The initial timeline for the project was seven years, as the struggling chain set about pruning a network of 25 distribution centres to just nine facilities in eight regions around the UK. Another part of the plan was to build four giant warehouses, two of them fully automated, for  £400 million each." (http://www.supplymanagement.com/archiveitem.asp?id=8784, 4/4/2005) Sainsbury did it in three years, to catch up with, in some cases, and some cases overtake its rivals. Sainsbury's uses a number of IT systems to manage its supply chain, mostly within the Accenture outsourcing deal. Distribution warehouse management systems are provided by Manhattan Associates. Eqos has built an alerts system to improve stock availability in store, based on Microsoft .net technology. And Retek has supplied software to forecast product demand in Sainsbury's stores. By implementing automation, Sainsbury was hoping also to avoid human errors so that errors were right at the first time Although, Sainsbury has been working hard to improve its supply chain, however, the operation of its four new automated depots

How has social media changed the way marketers and consumers communicate with one another? Essay

| First, marketers must realize that they often do not control the content on social media sites. Second, the ability to share experiences quickly and with such large number of people amplifies the impact of word of mouth in a way that can eventually affect a company’s bottom line. Third, social media allow marketers to listen. It is no longer one way communication. Marketers now can actually have conversation with customers and get feedbacks. Fourth, social media also provide more sophisticated methods of measuring how marketers meet and interact with consumers than traditional advertising does. Fifth, social media allow marketers to have much more direct and meaningful conversations with customers.| | , forge deeper relationships, and build brand loyalty. Social media also allows consumers to connect with each other, share opinions, and collaborate on new ideas according to their interests. With social media, the audience is often in control of the message, the medium, the r esponse, or all three. Some companies have had trouble adjusting to this new distribution of control, but the focus of social marketing is on the audience and the brand must adapt to succeed. The interaction between producer and consumer becomes less about entertaining and more about listening, influencing, and engaging.| | 29. How does price interact with the other three Ps of the marketing mix? (Points : 0.5| The marketing manager determines the goals of the company’s promotional strategy in light of the firm’s overall goals for the marketing mix-product, product, place, promotion and price.| Product: The price setting and the quality of the product is related. The price must be decided according to the level of the product and demand for the product. Place: Offering a large profit margin to distributors can often attain adequate distribution of a new product. Promotion: Price can be the main tool for promotion. Low price, discount coupons, events, or campaigns can be used for promotion.| Instructor Explanation:| | 5. Describe the five gaps identified in the gap model of service quality that can cause problems in service delivery and influence customer evaluations of service quality. Discuss ways that marketers can close each gap. (Points : 0. .| Question 😠 Describe the five gaps identified in the gap model of service quality that can cause problems in service delivery and influence customer evaluations of service quality. Discuss ways that marketers can close each gap.| | Student Answer:| | This is gap 3. Gap 3 is due to the inability of management and employees to do what should be done. Management should ensure that employees have the skills and the proper tools to perform their jobs. Other techniques that help to close gap 3 are training employees so they know what management expects and encouraging teamwork.| | Instructor Explanation:| GAP 1 is the gap between what customers want and what management thinks customers want. This gap results from a lack of understanding or a misinterpretation of the customers’ needs. To close gap1, firms must stay attuned to customers’ wishes by researching customer needs and satisfaction.GAP 2 is the gap between what management thinks customers want and the quality specifications that management develops to provide the service. Essentially, this gap is the result of management’s inability to translate customers’ needs into delivery systems within the firm.GAP 3 is the gap between the se rvice quality specifications and the service that is actually provided. Management needs to ensure that employees have the skills and the proper tools to perform their jobs.Other techniques to clos gap 3 are training employees and encouraging teamwork.GAP 4 is the gap between what the company provides and what the customer is told it provides. This is clearly a communications gap. To close gap 4, companies need to create realistic customer expectations through honest, accurate communication about what the firms can provide.GAP 5 is the gap between the service that customers receive and the service they want. This gap can be positive or negative.|

Characterization in Pride and Prejudice Essay

Austen usually presents her characters dramatically through their conversation, actions and letters. Darcy and Wickham, Lydia and Caroline are much revealed through their actions, while Collins and Lydia are revealed through their letters. A direct comment is sometimes added. The mean understanding of Mrs. Bennet and the sarcastic humour of Mr. Bennet have already been revealed in their dialogues before the direct comment of the novelist. Similarly before she tells us about Mr. Collins, we have already become aware from his letter that he is not a sensible man. Though Jane Austen does not conceive her characters in pairs yet her characters are revealed through comparison and contrast with others. Lady Catherine and Mrs. Bennet balance each other in their vulgarity and match-making drills. Wickham serves a contrast to Darcy while Bingley is a foil to him. Elizabeth’s is compared and contrasted with Jane and Caroline Bingley. Austen builds character through piling an infinite succession of minute details about them. In â€Å"Pride and Prejudice†, the Elizabeth-Darcy relationship is traced through minute details, details which look trivial and insignificant in the first instance but whose significance is realized only after reading the novel. Austen is a great realist in art. She studies her characters kindly but objectively. She is constant in providing details about their outlook, attitude, manner and accomplishments. Jane Austen’s minor figures are flat. They do not grow and are fully developed when we first meet them. As the action progresses our first impressions of them get confirmed. Mrs. Bennet seems to be stupefied and vulgar right from the first scene. Her appearance at the Netherfield Park or her reaction to Lydia’s elopement confirms her stupidity and vulgarity. This is true of almost all of her minor figures. But her major characters are ever changing, ever growing. Usually self-deceived in initial stages, they are capable of understanding, growth and maturity. They are complex, dynamic and intricate. Her heroines, blinded by ego, vanity or over-confidence, commit gross errors and suffer bitter reverses. But by virtue of their insight they are gradually disillusioned and, thus, grow.  Minor or major all characters created by Jane Austen may be described as round inasmuch as they are all three-dimensional. Thus touched by the magic wand of Jane Austen’s art, even the fool and bore of real life became amusing figures. The pompous stupidity of Mrs. Collins and the absurdity and vulgarity of Mrs. Bennet should in real life, prove as irritating to us as to Elizabeth and Darcy. But even these characters become such a rich source of mirth and entertainment.

Synopsis of Killer of Sheep

Stan, the family man as the protagonist of the story/film, is decent, hardworking, and enslaved by poverty.   He works in a sheep slaughterhouse.   His is a story of the 70’s that encapsulates what African-American life is all about in the Los Angeles ghetto of Watts.The whole tapestry of the lives of Stan’s family; his neighbors; his friends; his community was so vividly depicted in the film.   Various episodes transpired in his life in the story.   Some of Stan’s friends tempted him to participate in a murder; a white woman flirts with him; Stan and his friend buying a car engine, the consoling moments Stan spend with his wife and child.   The entire story is about perseverance, patience, desperation, abuse, hope, despair, pride in work, joy in austerity, and integrity even in poverty.Synopsis of Days of GloryFour men of Algerian nationality were the focus of the story about recruitment of North Africans to serve in the French Army to wage its campaig n against the Nazi across Europe during World War II.   Each of the four recruited soldiers has different reasons for joining the army.Amidst the war, their experiences became varied as they witnessed the atrocities of war; the discrimination; the savagery; the despair and the intolerances; the indignities.   The war made them confused and seeking justice for their rightful place for the courage, dedication and commitment they gave in service of France.The Comparative AnalysisKiller of Sheep is an American drama film of human element that was shot in black and white in 1977.   It runs for 81 minutes.   It was first presented as a feature film thesis by its Writer Director, Charles Burnett, for his Masters Degree in Fine Arts.   Inspite of the excellent reviews, the film originally shot in 16 mm was not able to be commercially released due to some music infringements that Burnett could not afford to cover.The film was finally restored and re-issued for full 35 mm screen in 2007, with the appropriate compensations for copyrights of the music used.   The film has got a very poetic treatment of the scenes; the drabness was intended to give realism to the feelings evoked by the story.Burnett was masterful with his shots and camera work, â€Å"He operated the 16-millimeter camera himself, edited the black-and-white images into a visual poem and added the ballads, the jazz and the moody blues that seep into your head like smoke. The result is an American masterpiece, independent to the bone.† (Dargis, 2007)Days of Glory is a French drama film, also of human element, shot in color in 2007.   The film runs for 120 minutes.   â€Å"With strong visuals and even stronger emotions, Rachid Bouchareb's â€Å"Days of Glory† makes a powerful war film about a particularly unique subject scenes of combat are well staged and shot†.   (Honeycutt, 2006).   The film was created as straightforwrd as it should be about the tales of the characte rs.   It exuded honest emotions and vivid narration of what the environment of war was.The portrayals adopted in the filmmaking is classical wherein there was no overplaying of the issues of the story.   Insuch manner, the message of the story stay as relevant in times that will come and go. The camera work on comat sequences are precise.   The scenes truly expressed the dramatic impact that the moral lesson of the film intended to portray.   The film was nominated to the Oscar’s Foreign Language Film Category in 2007.References:Dargis, M.   â€Å"Whereabouts in Watts? Where Poetry Meets Chaos†.20 Mar 2007.   The New York Times.http://www.movies.nytimes.com/2007/03/30/movies/30kill.htmlSchwarzbaum, L.   â€Å"Movie Review:   Killer of Sheep†.   Entertainment Weekly.   28 Mar 2007http://www.ew.com/ew/article/0,,20016243,00.htmlhttp://www.killerofsheep.comHoneycutt, K.   â€Å"BottomLine:   A Strong Film for SpecialtyVenues†.The Holl ywood Reporter.   26 May 2006http://www.hollywoodreporter.com/hr/film/reviews/article_display.jsp?&rid=295Turan, K. â€Å"Movie Review:   Days of Glory†.   Los Angeles Times.   6 Dec 2006http://www.calendarlive.com/movies/reviews/d-et- days6dec06,0,6442085.story?coll=d-mreview)Scott, A.O.   â€Å"Yes, Soldiers of France, In All But Name†.New York Times Review, 6 Dec 2006http://movies.nytimes.com/2006/12/06/movies/06glor.html?ref=movies)