Assignment Essay Example | Topics and Well Written Essays - 500 words - 92

Task - Essay Example Experience is the best instructor, they state. Experience is something that individuals experience over the span of their lifetime that imparts new information to them. An instructor, hence, may not exclusively be in human structure. A fruitful encouraging procedure is one in which both the educator and the understudy end up happy with the activity. The information must be passed with a specific goal in mind so the educator winds up satisfied, and the understudy gets it. For an instructing strategy to be fruitful, there ought to be a positive objective (Ingvarson, 2013). An objective is a meaning of what individuals want to accomplish. The exercise target should, in this way, be clear, and the understudy should comprehend what they should make by examining that specific subject. The objective is the principle purpose behind an investigation subject, and it acts to the degree of information accomplished. The objective should, consequently, be clear, exact and to the point. A fruitful training strategy should manage explicit instructive substance. Research discoveries have ceaselessly affirmed that it is progressively hard to focus on a full field of view than on a specific degree or subject (Rodgers, 2014). Instructive material is along these lines separated into subjects, points and subtopics. There ought to likewise be an enormous extent of instructive exercises, aside from the fundamental homeroom part. Exercises like physical training and subject analyses ought to be a piece of the learning movement. Time is a fundamental factor for the accomplishment of each movement throughout everyday life. Instructing should, in this manner, incorporate a drafted schedule for the exercises that the understudies hope to happen at various interims of the day. The timetable ought to contain no pointless data and ought to be exact and justifiable. The instructor ought to likewise give the criticism to the student. There ought to be ordinary reports on how the understudy is advancing and the regions that need improvement. The entire goal of the instructing procedure is to guarantee that the

Prevent Animal Abuse - Free Essay Example

There are a wide range of reasons why people misuse creatures. Creature cold-bloodedness covers a wide scope of activities, so one cover answer essentially is beyond the realm of imagination. The issues regarding animal abuse as being unethical is not regarded as a huge problem in society when in fact it is much more common than you think. Animal cruelty leads to more violent crimes, organizations can profit off of maltreatment, and animals experiencing depression. People keep on going to zoos and carnivals, wearing calfskin, and eating meat; exercises all of which include either confining or executing of creatures. Creatures are likewise kept as pets by people and this includes the moving of creatures and developing confines for them, so they may not get away. Every one of these activities have to do with the encroachment of every living creatures common-sense entitlement somehow. It is anyway fascinating that people never consider the effects that these activities have on creatures apparently since creatures, to them, have no rights. This negligence of every living creatures common-sense entitlement has even pulled in court cases some of which looked to have creatures seen as people similarly as people. Individuals ought to consider giving creatures indistinguishable rights from people since they merit it. Creatures ought to be conceded indistinguishable rights from people first on the grounds that simply like people, they have the ability to endure. They feel protective love, dejection, disappointment, dread, and joy contingent upon the circumstance they wind up in. In that capacity, it ought to be the ethical commitment of people to consider this reality at whatever point they consider undertaking activities that would meddle with the necessities of creatures. It is well meriting for creatures to lead their lives free from being misused or being exposed to sufferings. This information is relevant as to where the others stated facts this one was more informative on the process itself. Also, it was split into 4 steps. Step 1: Evaluate the situation. Step 2: Report animal abuse. Step 3: Understanding the law. Step 4: Help prevent animal abuse Actually, when settling on the privileges of any being, the inquiry ought to be whether they can endure and not whether they can talk or reason. Individuals ought to likewise think about that creatures have an intrinsic worth which in itself is totally isolated from the value of creatures to people. Being living creatures fit for moving, all creatures have the privilege to life and hence have each privilege not to be exposed to any sorts of torment. In such manner, it isnt right with respect to people to assume that the sole purpose behind the presence of nonhuman creatures is for them to be utilized by people. Creatures connect monstrous incentive to their lives just like people do, and as it should be. This is the reason they will dependably endeavor to sidestep peril either by guarding themselves or fleeing from wellsprings of threat. It is likewise why they approach searching for nourishment to battle for themselves and their young ones, much like people. Another thought that people should make is that their encroachment of every living creatures common-sense entitlement depends on preference that they can undoubtedly put a conclusion to. All things considered, just partiality pushes an individual into denying someone else the rights that they hope to have for themselves. Further, creatures have a culture to protect and along these lines murdering or confining them adds up to a disintegration of this culture. Their destiny looks like that of vagrants of war who in the wake of losing their families and seeing the annihilation of their towns, stay to flounder in hopelessness. As it were, all species experience the ill effects of post-horrible pressure issue. Why subject another species to an affair you would not want for yourself? It is the conviction of a few people that since creatures are not people, they ought not have indistinguishable rights from people. In any case, it ought to be noticed that grown-up warm-blooded creatures and human creatures have no ethically applicable contrast between them. They are the two creatures and they have the right to be dealt with the equivalent. Regardless of how accommodatingly creatures might be dealt with, murdering, restricting, rearing, purchasing, and moving them attack into their rights. It is low to expose one animal types to sufferance while battling for the privileges of another species yet ethically; they both merit regard and opportunity. It is along these lines exploitative to accept that people can do whatever they like with creatures. Each kind of maltreatment has shown certain examples of conduct that we can use to help see progressively concerning why individuals carry out the wrongdoings we experience today.

Edible Chocolate Slime Recipe

Chocolate slime is the ultimate flavored edible slime! This slime recipe is easy to make, fun to play with, and tastes good. Chocolate Slime Ingredients 14-ounce can of sweetened condensed milk2 tablespoons chocolate syrup1-1/2 tablespoons cornstarch Make the Chocolate Slime In a saucepan over low heat, stir together the milk, chocolate syrup, and cornstarch. Stir and heat until the mixture thickens. Remove from heat.Allow the chocolate slime to cool.​Enjoy! When you are finished playing with the chocolate slime, store it in a sealed plastic bag in the refrigerator. Refrigerated chocolate slime is good for a day or two. You can clean up the edible slime with warm soapy water. Chocolate will stain some surfaces, so keep this slime away from clothing or furniture.

Fa Mu Lan Equal Rights for Women in China - 955 Words

Despite the oppression women were subjected to in China, they still occasionally overcame it and accomplished something extraordinary. Some worked, and helped to earn the family living, some were extremely honorable in their efforts to uphold their chastity or their familys honor, and some accomplished even more influential feats. Fa Mu Lan trained for fifteen years in order to become a woman warrior. She became as strong as a man, but swifter and more graceful. After saving her father from the draft by dressing up as a man, she assembled an army. Her army never lost, because Kuan Kung, the god of war and literature, would always ride before her into battle. Interestingly enough, another of the more extraordinary feats was that of†¦show more content†¦A female writer makes a bow in this direction in the preface to her poem when she assures her reader that she wrote it after finishing [her] embroidery. (Mann, 77) Women writers accepted their household duties and did no t deviate from them, which enabled women to accomplish these works without creating trouble. The peacefulness of writing also enabled the women to keep their main gender role, while still functioning influentially. Women wrote better than men due to the lack of a quest for honor or power. They did not need to worry about exposing their inner self to the world, as long as it kept their honor intact. They were able to express intense emotions in a distilled manner that men either could not accomplish or would not let on to. Women writers showed their intensity through expressing feeling instead of taking away the lives of others. In contrast to the peaceful production through writing, the fact that the entire Fa Mu Lan example was centered on war was also a problem. Women should be able to be equal or superior to men without having to kill them, and the extreme amounts of violence and killing Fa Mu Lan accomplished was not necessarily a good thing. The fact that she performed so many violent acts also decreased her femininity. By being so aggressive, she became more masculine. Also an issue is the credibility of the accounts of Fa Mu Lan. Some are rather fantastical, including her beadsShow MoreRelatedOn Mother-Daughter Relationship in the Women Warrior6552 Words   |  27 Pagesin United States(the special focus on mother-daughter relationship in the Chinese-American women writings) From the nineteenth century, Chinese-American literature has been discriminated by the American literature canon. Most early Chinese American works tended to cater for the taste of the white readership. The situation changed till the later half of the twentieth century when the Civil Rights Movement took place in the United States, during which more Chinese writers emerged on the literaryRead MoreWomen Empowerment Depicted in Maxine Hong Kingston’s Autobiography The Woman Warrior1778 Words   |  8 Pagesparenting skills of complying to and contradicting stereotypes of oriental women, permitted her to visualize the potential to attain a better life and to be the exception of the ongoing stereotype of the submissive oriental woman. By rebelling against certain aspects her Chinese heritage, Kingston set high standards for herself and other Chinese American women and this serves as an inspiration for other oppressed oriental women. Uncertain about her identity, Kingston relied on her mother’s narrativesRead MoreASAM 5 Notes Essay6590 Words   |  27 Pagesto. Youre just hung up on the way some people try-- its not your way! (123-33) Three Generations and Women Sonnys father, mother, uncle Sonny, narrator, Isabel The school boys and the narrators children We assume things from one generation to the next get better. The narrator questions this assumption over and over again (11). A deep fear of what will happen to his children Women as grounding forces Isabel, the mother The social context This particular story gains power and resonance

Lord of the Rings

Lord of the Rings-Return of the King Essay Compare and contrast the complete theatrical trailers of the movies Lord of the Rings-Return of the King and Pearl Harbour and evaluate on a whole the effectiveness of these pieces of visual media Trailers are mainly used as marketing tools. Trailers make people aware of new movies and new movie release dates, most commonly found in the beginning of rental movies and at cinemas before the movie starts. Trailers are put at the beginning of movies because this is when the audience are paying most attention so they grab the audiences attention. What is known as the best bits of a movie in are in included in the trailer. We will write a custom essay on Lord of the Rings-Return of the King specifically for you for only $16.38 $13.9/page Order now These are normally the most dramatic or most hilarious scenes, making then make the viewers more interested in watching or wanting to see the movie. I will be analysing two trailers Pearl Harbour and Lord of the Rings-Return of the King. Both of these trailers are modern and are based on the subject of war. The Return of the King is the third and final movie in the highly successful Lord of the Rings trilogy. It builds on the excitement and adventure in the first two movies to create an electrifying and gripping finale to the trilogy, and already some critics are calling it one of the best movies ever created. The main theme of the movie is war, with side themes of love and friendship, but not in the way that we are used to it nowadays. Fighting is done by sword and shield, man against monster, with skilled displays of archery and siege equipment. The men are all fighting a complete battle of good verses evil, where the fate of the world rests on one characters shoulder, who holds the item that will mean that evil will triumph, as he continues to embark upon the quest to destroy the one ring. He may be the most important character, but throughout the film there are displays of heroism by men fighting selflessly to defend middle-earth for future generations to come. Pearl Harbour is a movie made 2001 which goes back to Decembers 2nd 1941, where The USA was ambushed by the Empire of Japan completely unexpectedly and surprisingly. It shows the chaos and terror that this attack brought, and clearly tells the viewer how devastating this attack was to the people of Pearl Harbour. The main themes of the film are war and love, as you are made to feel for the woman who waits anxiously while her two lovers go out to fight. For Lord of the Rings, the excitement of the trailer begins immediately with the camera beginning to pan across the location of the enemy stronghold surrounded by fire, thunder and lightning. The scene is set by catchphrases said by the main characters such as the end has come, which instantly gives the viewer the knowledge that the end of the world is near and indicate that the genre of this movie is war. Pictures flash before the screen to create huge dramatic effect and keep the viewer enthralled at the trailer in front. Shrieking and growling of flying creates create the image of horror and dismay, for someone who hadnt seen the previous movies they could be persuaded that the world is finished already. The Pearl Harbour trailer starts by showing the two main characters at a young age playing in a small fighter plane, this immediately tells the viewer that the genre of the movie is war, and the appearance of the plane and surroundings that are zoomed in on show that the movie is set a long time ago. .u8dcef861c2eb2ade8cee7d43c1640b98 , .u8dcef861c2eb2ade8cee7d43c1640b98 .postImageUrl , .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text-area { min-height: 80px; position: relative; } .u8dcef861c2eb2ade8cee7d43c1640b98 , .u8dcef861c2eb2ade8cee7d43c1640b98:hover , .u8dcef861c2eb2ade8cee7d43c1640b98:visited , .u8dcef861c2eb2ade8cee7d43c1640b98:active { border:0!important; } .u8dcef861c2eb2ade8cee7d43c1640b98 .clearfix:after { content: ""; display: table; clear: both; } .u8dcef861c2eb2ade8cee7d43c1640b98 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8dcef861c2eb2ade8cee7d43c1640b98:active , .u8dcef861c2eb2ade8cee7d43c1640b98:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text-area { width: 100%; position: relative ; } .u8dcef861c2eb2ade8cee7d43c1640b98 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8dcef861c2eb2ade8cee7d43c1640b98 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8dcef861c2eb2ade8cee7d43c1640b98 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8dcef861c2eb2ade8cee7d43c1640b98:hover .ctaButton { background-color: #34495E!important; } .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8dcef861c2eb2ade8cee7d43c1640b98 .u8dcef861c2eb2ade8cee7d43c1640b98-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8dcef861c2eb2ade8cee7d43c1640b98:after { content: ""; display: block; clear: both; } READ: Deficiences in TS Eliot's poetry EssayA voice from a radio says aggressively, How long is American going to pretend we are not at war. The media are putting pressure on the American Government to join in the war and to stop letting other nations fight the battle for them. The trailer goes on with the voice of the radio and eventually the one of the main characters is shown being sent off to war as a sign that the government has given in and decided to join the fight. The first scenes are hardly dramatic which is quite unusual for movies consisting of so much action, but briefly set the scene of what it is like at the time. The most spectacular part of the Lord of the Rings trailer is also the ending. The final part of the trailer uptakes the highest tempo, the music builds up gradually and reaches its peak at which time images are flashing on the screen constantly of heros fighting to save the world for future generations, you are made to feel intensely grateful to them and hatred for the enemy. The last words of the trailer are said by Aragorn who responds to a statement that they cannot beat the evil through strength of arms with But we can give Frodo a chance. They refuse to give up even though the odds are stacked against them. After this quote the music reaches its climax and pictures flash rapidly from the whole movie showing the severe ferocity this war has caused all over one little ring that hangs around Frodos neck including close-ups of the characters faces show complete terror and torture. The final clip is of Sam yelling helplessly amongst rings of fire, this tells the viewer that the ending will be highly eventful. After watching the trailer the key question flashes though your mind, Will Frodo destroy the ring and save the world? The only way to find out is to watch the full movie. The most electrifying part of the Pearl Harbour trailer is when the trailer starts to speed up with the yell, Warning of Japanese aggressive movements, and the people in view are running away in fear from the soaring Japanese planes coming from the skies. It is now clear that Pearl Harbour is under attack! An interview with the president of the USA confirms this and then the footage of the attacking Japanese planes and bombs is shown, it is quite distressing and very realistic with state of the art scenes of boats and buildings being exploded into balls of flame. Close-ups on the faces of nurses rushing around frantically trying to save lives and soldiers trying to defend themselves in vain truly portrays how fearful and horrendous this attack was. The final dozen seconds of the Pearl Harbour trailer begin to flash different pictures of the state of Pearl Harbour during and after the invasion, the aircraft carrier which proved the braveness of the main characters, and with pictures of the American flag still flying high, and the happiness of the one of the main characters to be back in his lovers arms. During this small trailer, the viewer has seen the Americans suffer at setback, but refuse to lose determination and show the rest of the world that they are not the cowardly playboys that they are made out to be by the media.

Organization Learning and Information Technology Management

Introduction In the modern world, the increase of advanced information and technological solutions has made way for automated office, teleworking, and e-commerce as some of the organizations’ way of life. Information systems way of working can only be appreciated by understanding the information technologies used and the way they can be merged to create a system (Perry, 2008, p 3)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Organization learning can be described as a process followed by organizations with the main aim of improving the organization’s performance. Outcome measures, one or more goals, relevant people, and knowledge are just but a few of the elements that are involved in performance process. In the organizational learning process, the organization is expected to anticipate, act on the feedback, and ext ract knowledge from the feedback attained and act accordingly based on the knowledge acquired. Not only is the organizational learning involved in adaptive learning, it is also involved in generative learning that entails creation of the future. Organizational learning can hence be summarized as processes used to improve an organization’s competence and are inseparable from organizational performance (Smith, Salvendy, 2001, p 306) Educators have often faced challenges in finding better ways of incorporating business managers in getting to know about information systems and information technology’s way of working. The advancement of modern information technology and information systems has offered new solutions of rethinking, the present business strategies, practices, and approaches. In the last few decades, IT has opened up doors for new business opportunities (Barta, Tatnall, Juliff and International federation for information processing, 1997, p 12). Organization le arning and information technology management The radical change in the world’s business environment has arisen from three phenomena:Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More networking of organizations and their information systems global emphasis in business operations increasing utilization of market mechanisms in mutual transactions. In the organization context, businesses are expected to manage the design and implementation of information resources. In the modern digital economy, operators perform electronic transactions with their partners in the international market (information resources management association. International conference and Khosrowpour, 2002, p 314) In the modern economy environment, learn has been acknowledged as the best alternative for a company to be competitive in maintaining knowledge. These companies are hence called learning organizations because they create structures in order to increase organizational learning. Organizational learning is hence considered as a process based on acquisition of knowledge, sharing of knowledge and utilizing that knowledge. The development and growth of information and communication technologies has led to new learning and working forms of industrial challenges. In the modern times, becoming a learning organization is considered as the best way of remaining competitive. Indeed, the roots of a learning organization are normally anchored in a culture that that provides training at different levels (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 306) According to Wilson, the hunger for knowledge management has paved way for creation of software, consulting services and systems. Knowledge databases are common in the modern world as consulting firms are introducing relating services e.g. Ernst and young-center for business knowledge, pricewaterhouse-knowledge view and Accenture- knowledge Xchange (Wilson, 2005, p 115). According to Sage and Rouse, learning involves several processes: situation assessment Detection of a problem synthesis of probable solution implementation of the solution Evaluation of the results 60 discovering patterns among preceding processes. This is hence described as a formal process of learning. Organizational learning occurs when members of a certain organization reacts to change of internal and external environment by detecting and correcting the errors (Sage, Rouse, 2009, p 1444)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Learning by doing is a type of learning that the learner is expected to participate in processes that result to real change. The learner in this case controls the stage and plays a role in controlling the activities happening in the environment. If the i ndicated interaction fails to occur, the learner will be merely enduring the learning process. This type of learning is also referred to as â€Å"action learning† (Barta, Tatnall, Juliff, and International federation for information processing, 1997, p 3). Organizational information systems Information technology helps organizations to deal with a number of various types of organizational informational systems that are designed to aid in decision-making. The organizational information systems include different categories: Data processing systems or transaction processing systems (DPSs/TPSs): The DPSs and the TPSs are systems that are involved in processing of tasks that are repetitive in nature. Use of well-structured information is employed as the data is easily captured and stored in large volumes (Perry, 2008, p 15). Management information systems (MISs): This system provides the middle- level managers with information to monitor to track and control organization’s progress and to report to the senior managers (Perry, 2008, p 15). Executive information system (EISs): This system aids senior managers with strategic information that helps them in making concrete decisions. In addition to this, the EISs possess powerful software that supports the various types of high risks and unstructured decisions. This is achieved by the ability of the EISs to merge information from the organization, analyze it and finally represents it. An example of EISs is the Key performance indicators (PLs) (Perry, 2008, p 15). Decision support systems (DSSs): Provide information to managers of supporting unstructured decisions by retrieving and analyzing data. Its interactive capabilities aid in solving ad hoc queries. The mathematical model incorporated in DSSs is designed to adapt to the behavior of organizational activity. By generating various kind of potential solutions the DSSs enable the managers to conduct the â€Å"what if analysis† (Perry, 2008, p 16). Expert systems (ESs): There are situations that require a more sophisticated support than the EIS or the DSS. The ES system adapts to problem solving techniques of human expertise. Among the benefits of ESs is the preservation of knowledge, effective training, and distribution of knowledge. Examples of ESs include tax and investment appraisal, credit control systems and auditing (Perry, 2008, p 16). Strength of organization learning and information technology management Competitive advantage: According to Wilson, the reason for learning and knowledge management is that it provides a competitive advantage. The traditional competing methods have been improved, as they are faster and cheaper in the modern world. Currently, firms compete by doing things in a better and smarter way. This is achieved by attaining knowledge and applying it accordingly. Thanks to the competition created many goods and services are now cheaper than years ago (Wilson, 2005, p 115). Explicit and tacit knowle dge: The tacit and explicit knowledge are innovated and acquired through the operations undertaken in the organizational learning and information technology management. In tacit knowledge, the technical skills are acquired through experience gained. Explicit knowledge on the other hand can be communicated and shared in specifications of products (Wilson, 2005, p 118) Teleworking: Office automation technology has brought about a big impact of staff working from home. Staff has now the ability to communicate to clients and colleagues by using a combination of communication technology. Operational costs of the firms are hence reduced (Perry, 2008, p12). Electronic data interchange: Network technology has been implemented by many organizations i.e. data can be transmitted from computer to computer electronically using electronic data interchange (EDI). EDI has in time replaced conventional business documentation (Perry, 2008, p.12)Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Challenges of organization learning and information technology management In comparison with other new technologies, the technologies involved in information technology management cannot lack its share of challenges. The challenges involved are not technical related but instead they are non-technical components related (Khosrowpour, 2002, p ii). These challenges include: Expensive software: The software used in the in the process of information technology management is expensive and too proprietary. This is because specialized software must be created by the participating organization to convert in an understandable format to other business (information resources management association, International conference and Khosrowpour, 2002, p 348) High installation and maintenance fees: The cost of installing and maintaining this modern technology is high as it is commonly installed in large and well-financed companies. High-qualified expertise is also needed in the implementation and mai ntenance of these technologies. Conclusion Information technology (IT) has become a way of life in the modern world. The rapid growing information technology sector has drawn more and more organizations into the technology industry. Organizational learning on the other hand has been incorporated into the organizations system in order for the members to mobilize collective knowledge in the organization. The main aim of learning is to develop the capacities of acquisition, processing, storage, and use of information of the members in the organization (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 307). Organizational structure perspective and management system focuses on collective learning processes that are elaborated by formal organizational structures and management systems inform of control and planning processes. This means that an organizational learning process requires: Learning process: Despite the fact that individual learning is not classified as organizatio nal learning, organizational learning cannot take place without individual learning. Social process: It includes diverse actors who collaborate to allow expression and discussion of ideas. Knowledge management: This is the process whereby knowledge is acquired, shared and capitalized (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 308). Managing learning and measuring learning outcomes are considered difficult tasks although they can be more problematic with the inclusion of complex learning domains (Khosrowpour and Khosrow-Pour, 2006, p223). According to Leinder and Galliers, information systems development and design process has developed, from the early stages of analysis and design to active participation of user knowledge. In spite of knowledge management being considered as a new topic, it is in fact a broader extension of the organizational learning (Galliers, Leidner, 2003, p 425). However, the organizational learning and information management have their share of strengths and weakness/challenges that accompany them. Reference List Barta, Z. B., Tatnall, A. Juliff, P., 1997. Place of Information Technology in Management and business education. London, TJ International limited, Padstow, Cornwall. Web. Available from: https://books.google.com/books?id=EOZTZOnGRzcCpg=PA1dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Galliers, R. Leinder, E. D., 2003. Strategic information management: challenges and Strategies in managing information systems. London, British Library Cataloguing Publication Data. Web. Available from: https://books.google.com/books?id=1d04ak479S0Cpg=PA425dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=8ved=0CFoQ6AEwBw#v=onepageq=challenges%20of%20organizati on%20learning%20and%20information%20technology%20managementf=false . Information Resources Management Association, International Conference, and Khosrowpour, M., 2002. Issues trends of information technology management in contemporary organizations. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=SazD_hoEDfcCpg=PA314dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=6ved=0CE4Q6AEwBQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Khosrowpour, M., 2002. Web-Based Instructional learning. Philadelphia, IRM press England, IRM press. Web. Available from: https://books.google.com/books?id=drNk0PnlKcMCpg=PR2dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=4ved=0CEQQ6AEwAw#v=onepageq=challenges%20of%20organization%2 0learning%20and%20information%20technology%20managementf=false . Khosrowpour, M. Khosrow-pour, M., 2006. Cases on information technology: lessons learned. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=71PAiMZyWqQCpg=PA223dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Lytras, D. M., Pablos, O. P., Ziderman, A., Roulstone, A., Maurer, H. Imber, B. J., 2010. Knowledge Management, Information systems, E-learning, and Sustainability Research. Berlin, Springer-Verlag. Web. Available from: https://books.google.com/books?id=WeHJToIVSCkCpg=PA308dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=4ved=0CEUQ6AEwAw#v=onepageq=organisat ion%20learning%20and%20information%20technology%20managementf=false . Perry, B., 2008. Organizational Management and Information Systems, Page 4. London, Elsevier limited. Web. Available from: https://books.google.com/books?id=EZfId9eRYtkCpg=PA3dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=8ved=0CFsQ6AEwBw#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Rouse. B. W. Sage, A., 2009. Handbook of Systems Engineering and Management. New Jersey, John Wiley Sons Inc. Web. Available from: https://books.google.com/books?id=eFRwQuzPnEcCpg=PA1457dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=9ved=0CGAQ6AEwCA#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Smith, J. M. Salvendy, G., 2001. Systems, social and internationalizat ion design aspects of human-computer. New Jersey, Lawrence Erlbaum Associates, inc, publishers. Web. Available from: https://books.google.com/books?id=dVUJqSo9IBgCpg=PA306dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=10ved=0CGUQ6AEwCQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Wilson, P. J., 2005. Human resource development: learning training for individuals organizations. England, British Cataloging in Publication data. Web. Available from: https://books.google.com/books?id=zpNc_GZIiikCpg=PA115dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=5ved=0CEkQ6AEwBA#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . This coursework on Organization Learning and Information Technology Management was written and submitted by user Elle Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Homelessness, 10 Year Plan Study Gd. Essay

Homelessness, 10 Year Plan Study Gd. Essay Homelessness, 10 Year Plan Study Gd. Essay What Actions the Could the Poor Take to Escape Poverty?  · Unionize  · Educate  · Vote  · Riot  · Pool their money – form credit unions Maslow’s Hierarchy of Needs: Physiological Needs (food, water, air, sex) Safety Needs (shelter/safe conditions) Needs of Love, Affection and Belongingness Needs for Esteem Needs for Self-Actualization Generational Poverty Family has never owned land Never knew anyone who benefited from education Never knew anyone who moved up or was respected in a job Highly mobile High family Illiteracy Focus is on making it through the day Working-Class Poverty Working, but rarely have money for any extras Most do not own property Live pay check to pay check Few have health care Focus on making it two weeks or through the month Immigrant Poverty Have little or no resources Face language and culture barriers Seem to do have a stronger sense of self and often do better than those born into poverty in America Poverty is viewed as a system problem Situational Poverty Surrounded by people who are educated or able to earn a living wage Attends school regularly and has health care Has crisis (health, divorce, etc.) and income drops Generally is able to make it back to middle-class Has not internalized the poverty as personal problem Does not recognize advantages of growing up middle-class Can be harsh judge of those in generational and working class poverty What Does Poverty Teach? Many people living in the crisis of poverty are sent messages through their interactions that impact their perspectives of what is possible. Here are some of the messages taught to people living in generational, working-class poverty, and immigrant poverty: No one cares Everyone seems smarter People who are making it must be better then me We don't belong anywhere People like us do not get educated We don't have what we need to break out of poverty There is no one to help * New Opportunities for Serving Children and Families Without Homes * The McKinney-Vento Homeless Education Children Youth Act * * Homeless Outreach Promoting Educational Success (HOPES) * Collaborative , Orange County Department of Education (OCDE) * Causes of Homelessness * Lack of affordable of housing * Due to economy and foreclosures * Lose of employment * Poverty * Health problems * Domestic violence * Natural and other disasters * Abuse/neglect/abandonment (unaccompanied youth) * Issues Facing Children Youth Experiencing Homelessness * Mobility - loss of structure, routine, stability * Trauma and loss * Deep poverty (deprivation, hunger) * Higher rates of developmental delays * Higher rates of chronic and acute health problems * Mental health issues: stress, anxiety, and depression * Disrupted or stressed attachments to caregivers * Invisibility * Developmental Factors Compared to non-homeless children, homeless children have: * Greater developmental delays (language, motor-development, and/or social skills) * More learning disabilities * More mental health problems * Higher frequency of withdrawal, shyness, separation anxiety, short attention disorder, flat affect, aggression, hoarding, anxiety in response to changes in environment or staff absences, concern over getting enough food, and sharing toys * More physical health problems * Common Signs of Homelessness * Frequent moves * Attendance at many different schools * Inability to pay fees for school related activities or school supplies * Behind academically * Erratic attendance or tardiness * Numerous absences * Inability to contact parents (no phone/address * Chronic hunger * Fatigue (falls sleep in class) * Increased vulnerability to colds/flu * Poor/short attention span * Lacks preparation for school (homework not complete, no school supplies or books) * Poor self-esteem * â€Å"Mature† beyond years *