Learning Assessment Essay

In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component—the test or examination—may or may not have been included as part of this design (Cooper, 2006). The student’s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Assessment for learning †¢comprises two phases—initial or diagnostic assessment and formative assessment †¢assessment can be based on a variety of information sources (e.g. , portfolios, works in progress, teacher observation, conversation) †¢verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps †¢as teachers check on understanding they adjust their instruction to keep students on track †¢no grades or scores are given – record-keeping is primarily anecdotal and descriptive †¢occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning †¢begins as students become aware of the goals of instruction and the criteria for performance †¢involves goal-setting, monitoring progress, and reflecting on results †¢implies student ownership and responsibility for moving his or her thinking forward (metacognition) †¢occurs throughout the learning process Assessment of learning †¢assessment that is accompanied by a number or letter grade (summative) †¢compares one student’s achievement with standards †¢results can be communicated to the student and parents. †¢occurs at the end of the learning unit Evaluation †¢judgment made on the basis of a student’s performance Diagnostic assessment (now referred to more often as â€Å"pre-assessment†) †¢assessment made to determine what a student does and does not know about a topic assessment made to determine a student’s learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects †¢occurs at the beginning of a unit of study. †¢used to inform instruction:makes up the initial phase of assessment for learning Formative assessment †¢assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study †¢used to inform instruction and guide learning †¢occurs during the course of a unit of study †¢makes up the subsequent phase of assessment for learning Summative assessment †¢assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved †¢includes a mark or grade against an expected standard.

Disgrace Is an Applicable Title for Jm Coetzee’s Novel Essay

In order to argue whether â€Å"Disgrace† is an applicable title for JM Coetzee’s novel, the keyword â€Å"Disgrace† has to be defined. According to the Apple electronic dictionary disgrace is defined as a â€Å"Loss of reputation as the result of a dishonorable action†. In jm coetzees’s novel there are many characters and factors in their own right that are affected by some kind of misfortune or ignominy. However there are four characters / factors that play an important role in expressing ignominy from their actions and decisions. These characters and their actions decides if the title is appropriate for coetzee’s novel. The characters and factors are : David Lurie, The new born democratic south africa, lucy lurie and her dogs. The protagonist of this novel is a professor who was constructively dismissed by a committee of lecturers from the university of cape town. David lurie was involved in many sexual relationships with many different women. However the affair that stood out the most was with one of his students named Melanie and this lead to him losing his job at the university and also shaming melanie. This should have been an embarrassing moment at this point in his degrading life but still as edacious as he was he never got to learn his lesson, as its been said in the novel by david ,†No, I have not sought counseling nor do I intend to seek it. I am a grown man. I am not receptive to being counseled. I am beyond the reach of counseling. † When life got too embarrassing for him in cape town because of his loss of reputation he moved to the eastern cape to live with his daughter. It is there in george that he found the true meaning of what his life is worth. The situation with his daughter’s rape, the daily dealings with animals and dogs, his small sexual encounter with bev shaw, the visit to melanie’s parents, conversations with the shady petrus and the life of living in a new south Africa exhibited to him that his actions were disgraceful, his choices not thought out carefully and that whoever he came in contact with were either ashamed or disgraced. Lucy Lurie, the daughter of David lurie lived on a farm in the eastern cape. She is the total opposite of David instead of being cunning and stylish, she is rather an earthly woman who works the soil for a living and who doesn’t care about her beauty and self image. The way in which she confronts david isn’t in a fatherly and daughterly manner but rather as two adults speaking to each other. This shows that lucy is disgusted at the way david is living his life and that david isn’t a fatherly figure in lucy’s life. Lucy does not disgrace herself like david but instead she lives in disgrace after she was involved in a situation where she was a victim of rape. he doesn’t overcome the shame of being victimized, because in the novel its been said by david : â€Å"She would rather hide her face, and he knows why. Because of the disgrace. Because of the shame. That is what their visitors have achieved; that is what they have done to this confident, modern young woman. † (14. 22). Thus this quote shows she is living in ignomi ny. Lucy’s dogs also play an important role as it shows the physical suffering that plays out in the novel. The dogs change the way in which david approaches life when he has to put them down at the clinic. In the novel David is attached to the dog with the crippled leg. Its here that he sees disgrace in not his actions but rather in death and he experiences shamefulness in not lucy’s situation but rather in the way the dog is forced to live. at the end of the novel instead of letting the crippled canine suffer he saves it for living a more disgraceful life than death. â€Å"There is a heavy report; blood and brains splatter the cage. For a moment the barking ceases. The man fires twice more. One dog, shot through the chest, dies at once; another, with a gaping throat-wound, sits down heavily, flattens its ears, following with its gaze the movements of this being who does not even bother to administer a coup de grace. A hush falls. The remaining three dogs, with nowhere to hide, retreat to the back of the pen, milling about, whining softly. Taking his time between shots, the man picks them off. â€Å"(11. 91-92). The imagery of using dogs shows that everyone in the book is subjected to some kind of pain, suffering and a bit of disgrace whether its a human or an animal. In this quote it is here that the dogs are subjected to the harshness of the attackers and david has to bare with the pain of hearing the dogs die, david also feels a bit of ignominy as he can’t do anything to save the dogs. In the novel south africa had just come out apartheid and was now a democratic government, however during apartheid south africa was a disgrace to the international community and apartheid was considered a shameful act. There was still racial tension in the new south africa and this plays an important role in the novel. When david moved to he country side he was not aware of the tension, and he and many other whites couldn’t speak the native language which was a fact as it can be seen from this quote from the novel: â€Å"He is sitting in the front room, watching soccer on television. The score is nil-all; neither team seems interested in winning. The commentary alternates between Sotho and Xhosa, languages of which he understands not a word. (9. 1 -2)† His encounters with the blacks shows that the two races were not use to each other. Thus this shows that when theres segregation in a country it always leads to violence and disgraceful actions. All four of these factors reflect that disgrace is definitely an appropriate title for JM coetzee’s novel. From david’s actions to lucy’s rape and from the physical suffering of dogs to the affects of apartheid expresses the loss of reputation and the dishonorable actions which has contributed to the novel. Disgrace is the ideal word for the title because disgrace touches every character of the novel in some way, both through the ways they have affected others and also through the ways that others have affected them.

Compare and Contrast parent-child relationships in ‘Follower’, ‘Catrin’ Essay

In the following poems we see various interesting examples of parent-child relationships. Some are easier to relate to than others but most communicate the stages of parenthood and the challenges posed by becoming responsible for another person. The poets each take different lines on how they perceive/d parenthood and the each in which their children reacted. In ‘Catrin’ a metaphor of an umbilical cord is used to symbolise the relationship between mother and daughter. It seems that Gillian Clarke feels that this relationship is one that can be â€Å"neither won nor lost† and a â€Å"struggle†. She goes on to describe their everlasting attachment despite this temporary separation in terms of childbirth. She also says â€Å"from the heart’s pool that old rope, tightening around my life† her she is trying to reinforce her belief that her relationship with her daughter is everlasting as she discusses the implications of childbirth on her life. After evaluating the struggle she experiences she finally questions whether mother hood is right for her at this moment in her life. This compares to ‘On my first Sonne'(OM)where the father experiences extreme grief on account of the broken connection between him and his Son. Ben Jonson describes his son as â€Å"[his] right hand and joy† and is evidently proud of his heir. However the poet makes what he feels is a fundamental realisation that his Son infact belongs to God. He actually feels that it was wrong of him to put â€Å"too much hope in thee[his son].† In this case the connection was in fact temporary and says that the son does not belong to him but God. Jonson struggles with this idea and momentarily accuses God of being unfair. He at one stage feels that he would have preferred to have had no connection/attachment to his son that have it cut short or disrupted. â€Å"O, could I loose all father, now.† In this poem Ben Jonson ends this poem with realisation of his mistake whereby Gillian Clarke ends Catrin in temporary confusion. She takes the parenting if her daughter as her responsibility while Ben Jonson admits that it isn’t his child and so the child’s fate is God’s matter but he insists that he will still do his paternal duty and love his son unconditionally. In Follower and The Affliction of Margaret (AM) the connection between parent and child is slightly different. In AM the parent is lonely, isolated woman who has been left by her son. Like OM the mother feels that perhaps her overbearing nature is the reason for the disaster. We get the general feeling form the mother that she would like to re-establish a connection with her son.†No tiding of an only child† Margaret apologises and is willing to reconcile. She is one of the only parents in the four poems to admit her faults she is however not alone to worry about her son and fear for his development in the outside world. In Follower the son is connected to his father when he is young doing such activities as â€Å"[he]rode me on his back†. It is important to understand that the child is in awe of his father’s strength and the use of various metaphors show the father portrayed as â€Å"globed.†

Role of Motivation in Second Language Acquisition Research Paper

Role of Motivation in Second Language Acquisition - Research Paper Example Through a questionnaire that sought to ascertain the level of their motivation and anxiety towards English acquisition as a second language, I was able to set up the base for a formal research to examine the level of motivational and anxiety patterns as a result, of second language learning. More significantly, the subjects of the research were Saudi student who was studying English for their general academic purposes and latter use in their careers expressed dissatisfaction in their early education. More so, the students indicated that both social and psychological problems caused them difficulty when studying English as a second language in their earlier education at primary, intermediate and secondary schools for a period of seven years. Literature Review In most cases, motivation as a way of enhancing second language learning is important for an individual to acquire successfully language competence. Therefore, this section of the research gives an overview of literature that is considered relevant in establishing my research objectives. More than often, it is hard to describe the motivation because of it complex phenomenon in different facets of life. Shuib & Al-Tamimi (2009) put more emphasis on the fact that, proper motivation remains relevant among learners of a second language as a way of enhancing their language competence. More significantly, both the social and individual decisions in the degree of effort and emphasis people make, as they set their goals in second language depends on the source of motivation.... More than often, it is hard to describe the motivation because of it complex phenomenon in different facets of life. Shuib & Al-Tamimi (2009) put more emphasis on the fact that, proper motivation remains relevant among learners of a second language as a way of enhancing their language competence. More significantly, both the social and individual decisions in the degree of effort and emphasis people make, as they set their goals in second language depends on the source of motivation. On the other hand, Ghazi et al. (2010) described the motivation as the voluntary forces that give an individual the will to develop direction, arousal, and persistence of goal-directed towards achievement of success in second language acquisition. In addition, they believe that motivation acts as a driving force that compels, energizes and prompts an individual to develop interest in a second language learning within a particular time in which focus is set on attaining a specified goal. Rubenfeld et al. (2007) describe the motivation as self-determination, which drives an individual’s motives towards their goal pursuits as inspired by either intrinsic or extrinsic aspirations. More so, the goals that drive an individual’s motive is aimed at attaining both the basic and psychological needs that later on leads to external approval and rewards (Dekker & Fischer, 2008). As a result, students undertaking English learning, as their second language in their studies derive their motivation from extrinsic goals. Even so, learners of second language could be driven by intrinsic goals as they intend to enhance their sense of belonging within the community that uses a second

Trusts and equity Essay Example | Topics and Well Written Essays - 1500 words

Trusts and equity - Essay Example The first of these is the certainty of intention to create a trust. The second relates to the certainty of the subject matter. This requires a clear description of the property involved and the related beneficial interests. The last relates to certainty of objects or specification of the beneficiaries of the trust. Charitable trusts are not required to satisfy this last requirement.2 With regard to discretionary trusts, individuals who can benefit from a discretion, are initially beneficiaries as they are the possible objects of a power of appointment. However, it should be possible for the trustee to establish unambiguously, as to who is encompassed by such power of appointment. This requires certainty of criterion. In other words, the court should be able to determine with certainty whether any specific person is within the range of benefits.3 The fundamental consequence of having a trust is that it imposes a binding obligation on the trustees. In Lambe v Eames, the court held that a trust was not created, merely due to the presence of precatory words.4 In Adams v Kensington Vestry, a husband made a gift to his wife that was for her absolute use.5 The court held that a trust was not created by a testator who gave his entire property to his wife, with the understanding that she would do whatever was necessary regarding the disposal of the property. This was to be done between the children either during her lifetime or upon her demise by means of a will.6 Moreover, the court opined that the entire will had to be interpreted, although confidence could create a trust. As such, the trust relationship has to be expressed in sufficiently certain terms, so as to enable the trustee to carry out his duties. Moreover, trustees should be aware of their obligations under the trust. Strictly speaking, the settlor cannot impose a duty upon a trustee that is legally unenforceable due to its ambiguity.7 Trustees are provided with a measure of protection

Stadiums are bad for economy of a city and tax payers pay the cost (4 Research Paper

Stadiums are bad for economy of a city and tax payers pay the cost (4 real life examples, TABLES AND CHARTS) Cost enefit analysi - Research Paper Example However, the income generated in the stadiums does not directly benefit the taxpayers and the residents of the city. The amount that the fans spend when watching a match does not benefit those who work in the stadiums. The amount does not lead to increased growth of the local economy because the amount is not included in the local economy. The employees, who work in the stadiums and other sources of the stadiums like the taxpayers, do not benefit from the money earned. Instead, the biggest share of the amount pays the players. However, most of these players in many cases do not belong to the local community. Therefore, the local community, which pays tax to help in construction of the stadiums, does not benefit too. Though the stadiums collect large amounts of money, the money is spent in other locations (Barros et al. 42). Taxpayers who contribute towards the construction of the stadiums do not attend the events that take place in the stadiums yet they pay for the events indirectly through tax. Stadiums fail to improve and develop the local economy because it concentrates more on the intensity of labour. In this case, low levels of unskilled type of labour activities take place within the metropolitan area. The people who benefit from this type of unskilled labour do not get high wages or salaries. This leads to a fall in the share of the income of the region because those who are highly skilled do not get a chance to get a job in the stadiums. The jobs that the local community gets are either temporary types of jobs or part time jobs, which are not effective to improve the economy of the local region that has the stadium facility. Construction of a stadium assists a team from the community. However, the players who play for the city do not live in the city. The assumption made by the metropolitan is that even if the players do not contribute much in building of the stadium, maybe they spend their money doing shopping and paying house taxes (Andreff and Szyman ski 56). However, most players have houses far away from the cities in where they live with their families, do shopping, and spend their leisure time. The space used to construct the stadium is large enough hinder expansion and development of a city. Those people whose land is taken to cater for the area of construction of the stadium get angry and leave the city (Morris 67). However, the people who leave the city may be good businesspeople who can invest and create job opportunities for the local community and by doing so; the economy of the city can grow to a higher level. Some of those people could be good investors, and this hinders them from investing in construction of commercial buildings, which would bring more income to the city through tax and to the dwellers of the city. When a city lacks potential investor to invest in the transportation sector and other smart type of investments, which lead to economic growth, the economy is likely to go downwards. Therefore, constructi on of the stadium does not support a city’s expansion and development. The cost of operating the stadium is very high. However, this amount used in maintenance and operations in the stadium

Yorkshire Police Merger Case Study Example | Topics and Well Written Essays - 1500 words

Yorkshire Police Merger - Case Study Example "Members have looked closely at the two options deemed acceptable by the Home Secretary, a merger with North Yorkshire or the creation of a single regional force. It was felt that either option would have significant disadvantages for the people of West Yorkshire, including an increase in council tax for no apparent benefit. Members were also concerned about a short-term drop in performance and a weakening of accountability and governance structures due to the size of the proposed new force areas. Reports from both the Authority and the Force reflect the feeling that the creation of a single regional force would be particularly bad for West Yorkshire. "The Authority attempted to resolve these concerns with Ministers prior to this meeting but have yet to receive appropriate reassurances. Whilst the Authority fully accepts the need for the policing service to provide an adequate level of protective services to all citizens, it feels there may be other options which would achieve the same outcomes but with fewer penalties for the people of West Yorkshire. The West Yorkshire option is the only one we could agree to support at this stage based on known costs, performance and other criteria. Voluntary agreement for anything else will only be considered at a later date." (West Yorkshire Police Authority, Press Releases, 20th December 2005)West Yorkshire Police Merger 4 On the 12th of July 2006, the Home Office announced that it was revising plans to merge police forces in England and Wales. Police Authorities will be given more time and freedom to come up with plans to improve protective services, without requiring amalgamations this commended by the police minister, Tony McNulty Councillor Mark Burns-Williamson, Chair of West Yorkshire Police Authority, said he was delighted with the announcement. "It is well known that members of the Police Authority were not in favor of the proposed merger with the other three forces in the region. Our

Killing of the Buddha Essay Example | Topics and Well Written Essays - 250 words - 187

Killing of the Buddha - Essay Example The Koan should not be taken since killing goes against Buddhist teachings. Instead, the koan advocates for self-interrogation with an aim of bringing in clarity aspects that promotes the development of one’s self. In the Koan â€Å"finding the Buddha† symbolizes a walk on the path of enlightenment. The process can be interpreted to include our path or the direction that an individual takes in his life. The â€Å"Buddha† that we are supposed to represent an idealized personal perfection that we have about ourselves. The Buddha represents us as well as our projection to the outside world. The Buddha consists of our conception of absolute enlightenment (McGee, 2015). The â€Å"Killing of the Buddha† means that human beings are often wrong in the conception of themselves. The Koan dictates that it is practical and achievable for an individual to separate himself from the misconception of himself through meditation. If a person believes that he has spiritual e nlightenment, then the person must get rid of the perception and meditate. Through meditation, the enlightenment has no permanence, and everything keeps on changing. The Koan teaches us that if we consider ourselves as having all solutions then such a perception must be avoided, and we must question such solutions to get better solutions. By following the Koan and always meditating, then one creates a learning process and keeps on enlightening. Such a process reinforces the journey to being complete. Ultimately, one learns that he or she is a disguised Buddha (McGee, 2015).

Patients with Do-Not-Resuscitate Orders Undergoing Surgery Article

Patients with Do-Not-Resuscitate Orders Undergoing Surgery - Article Example It was not a life-saving technique. DNR orders are interventions which are meant to extend the life of the patient; these are not interventions which are meant to lend her comfort from her symptoms (Blankenship, 2008). The patient’s words also indicate that she is allowing other interventions which are meant to save her life. At this point, the DNR is revoked (Schwab and Gelfman, 2005). The daughter cannot expect the DNR order or the living will be applied anymore because the patient herself is still mentally competent enough to revoke it. The daughter is also not the legally authorized proxy who can make the decisions for the patient. Proxies are usually assigned where patients are unconscious or mentally incapacitated to make sound decisions about their health (Schwab and Gelfman, 2005). In this case, the patient is conscious and is able to express her wishes coherently, logically, and with a sound mind. The patient has the right to authorize a DNR order and also to revoke it. Under these conditions, such right cannot be transferred to the family members, in this case, her daughter. The nurse must, therefore, follow the patient’s orders (Newkirk, 2009). The nurse and the physician must also honor the patient’s right to self-determination by upholding the DNR order unless and until the patient revokes it. The patient still has the proper faculties to make decisions regarding her care. Nevertheless, it is still part of the nurse’s duty to clarify the patient’s request, discussing what she wants to be done and mentioning if she means to revoke her previous DNR orders (Newkirk, 2009). Whatever measures which the patient has chosen must then be respected and implemented. Under acute conditions, other health professionals would be in the room to assist in the patient’s care and they can also support the fact that the patient has revoked her previous DNR o rder.  

Global Communication Paper Term Example | Topics and Well Written Essays - 1000 words

Global Communication - Term Paper Example Gannon further explains that use of cultural metaphors makes it easy for an individual to comprehend the differences in cultures. For example, the Japanese Garden acts as a metaphor, which depicts the culture in Japan. In both modern and traditional settings, men have always grouped themselves into different regions, currently known as countries. Every country has its own unique practices best presented by various cultural metaphors. In addition, cultural metaphors have various advantages such as offering an in-depth understanding of a country’s culture. In that view, one may have the opportunity to witness experiences, which may include seeing the practical bit of a people’s culture. When an opportunity for cross-cultural interaction appears, cultural metaphors can prove to be of significant use as they may provide a deep understanding as to why people are doing things in a certain manner (Gannon, and Pillai, 2009). Subsequently, this understanding makes interaction sm ooth and fruitful. In addition, this understanding may prove to be of essence where global communication is bound to take place as it gives rise to peace among individuals from different countries that have different cultural practices. The US and Poland both present two countries that have different cultural beliefs and practices. They each bear different metaphors to distinguish them. In Poland, a significant metaphor found virtually in all the towns is the village church. The village church is a symbol representing Poland’s peasant roots, Catholicism, which is a religious belief highly upheld in Poland’s culture, and the foreign power that was dominating them a while back. Poland’s choice of the exterior and interior looks of the church is a form of another cultural metaphor of the Polish. This is so because the looks are unique and present a product of the many years Poland underwent foreign domination. It is also worth noting that the Polish churches are st rategically located as they stand at the central part of the village. Concurrently, we find US having different cultural practices from those in Poland. For example, in the United States of America, different religions dominate the towns and cities. Moreover, the churches do not have a particular site that defines them. However, the United States of America has its own cultural metaphors, starting from its distinct colorful flag, which is a symbol of the unity of the states within the continent of North America. It is also notable that the Polish are high-context speakers on comparison to the Americans. Currently, the Polish culture is diverging from its roots, a change that to Poles has a negative effect; however, others feel that it will bring about positive changes. A change in the role of Polish church is one of the changes Poland’s culture is facing. At first, the church acted as a central figure within the towns but currently there is a large-scale project, which involv es building churches all over Poland’s countryside. Over the recent years, people have lost touch with the church; this presents another cultural change among the Poles. Prior to this sudden change people viewed the church as a haven of resisting communism, however, it now disregards what the

Marketing Research Proposal Example | Topics and Well Written Essays - 1500 words

Marketing - Research Proposal Example The information will be collected using secondary and primary data collection methods, in which the latter will be conducted using focus groups. The collected data will then be analysed using grounded theory analysis methods. The soft drinks industry in the UK is a mature sector, which includes firms that market non-alcoholic items. Because there are so few opportunities for growth as compared to existing business, most of the companies in this sector seek to diversify existing offerings so as to gain market share and a competitive edge (Santos, 2013: p33). Others also seek to pursue acquisitions and/or lucrative arrangements for distribution of their products to expand their geographic reach, product portfolios, and operations. The largest companies, including PepsiCo and Coca-Cola, offer reliable dividends with an above-average stability of stock prices and regular increases. In addition, for those that are more venturesome, a number of selections exist, such as developing overseas markets and energy drinks in order to serve niche markets. In general, while soft drink manufacturers are able to turn in steady performances across the entire business cycle, stressful economic times and consumer awareness portend threats to their profitability and overall business performance (Walker, 2013: p44). Historically, PepsiCo and Coca-Cola have been the major players in the non-alcoholic beverage industry, distributing well-renowned non-carbonated and carbonated drinks globally using sizeable bottling companies. Related capital spending for these companies amounts to billions of dollars annually. By using lucrative distribution agreements and acquiring smaller players in the market, both companies are able to boost their results, especially as consumers tend to favour the more famous soft drink brands (Tremblay & Tremblay, 2012: p59). Sales,

Challenges and Gaps Essay Example for Free

Challenges and Gaps Essay At the core of any discussion on the themes of globalization is education. The graduates or products of the institutions of learning, whether public or private, become responsible in carrying out research and development (R D) in the world systems – information and communication, science and technology, environment, economy, politics, intercultural understanding and cooperation. As such, academic institutions at all levels are responsible primarily in education that teaches the skills, knowledge, and technology of the current century. However, the characteristics of global education are quite varied although the basic elements are common to educators. Globalization, at the same time is a promise of interrelationships; it is also foreshadowing possible threats and risks. The challenges are many and costly depending on its relevance and on the priority needs of the country. Gaps within the different countries vary – some wider as it is between the developed countries and the developing ones; others are narrower among countries of the same categories. Nonetheless, one thing is certain in the uncertainties of the future of globalization. Global education as an inevitable consequence of globalization will have its micro and macro level characteristics, it is promising as well as threatening, its challenges are posed to the institutions of learning, and considerable gaps will continue to exist among nations. Global education has been defined in various ways but the commonalities and character are more or less explicit. The Association for Supervision and Curriculum Development (ASCD) in their 1991 Yearbook defined it as (Philosophy and Definition n. d. ): Global education involves learning about those problems and issues which cut across national boundaries and about the interconnectedness of systems – cultural, ecological, economic, political, and technological. Global education also involves learning to understand and appreciate our neighbors who have different cultural backgrounds from ours; to see the world through the eyes and minds of others; and to realize that other people of the world need and want much the same things. J. Michael Adams, during his stint as president of Fairleigh Dickinson University (2004) gave his insight on what global education is and he said: It is an education that ensures that students will be able to succeed in a world marked by interdependence, diversity and rapid change†¦one that provides knowledge and understanding of cultures, languages, geography and global perspectives. Most importantly, global education is one that enables students to understand their roles in a global community and teaches them how their actions can affect citizens throughout the world†¦that it demonstrates how events around the world can affect students in their own lives and therefore cannot be ignored. Scripps College (Strategy Two: Globalization n. d. ) looks at globalization as a complex and multidimensional phenomenon entailing both opportunities and risks for all the inhabitants of our planet, and it will provide its students with the conceptual tools, adaptive skills, and experiences necessary for fulfilling lives in an interconnected world characterized by rapid transformation and uncertainty. From these open-minded definitions, we are brought to a close of what global education can mean. It is dynamic because it is a process and it is not coming to a halt. It is about the interrelatedness, interconnectedness, and interdependence/cooperation of the people and nations of the world as one belonging to the global community/village that is constantly influenced by the rapid changes brought about by science and technology and man’s exploitation of the earth’s resources. It is altogether addressing the concerns of each and every nation such as poverty. It is a striving to understand each other’s differences, live in peace in diversity, while taking the subjective view of things from other cultures’ perceptions. It is educating the students and the young in general in the competitive skills to become aware of citizenship both at the local and at the world level and to be able to acquire the necessary tools as a survival kit. Globalization, while it poses opportunities and promises, are not bereft of the risks and dangers that simultaneously comes along with the numerous uncertainties brought about by it. Through the interrelatedness among nations, peoples, economies, and cultures, ideas and innovations are swiftly shared. Education is shared through various forms of exchanges around the globe. However, on the other hand, the risks of globalization cannot be underestimated. J. Michael Adams (2004) shares his opinion on the mutual dependencies of nations yet apprehensive that the useful outcomes of globalization are not mutually shared. Furthermore, borderlessness, which is a characteristic of globalization, can cause the increase of threats to mankind like ruin to the environment, the speedy spreading of contagious diseases, and violence in terrorism. To cite an example is the nagging problem where to dump and how to manage the devastating unimaginable volumes of garbage all over the continents and more so in the long run. In the case of pandemic diseases such as the current AH1N1 or commonly called the â€Å"swine flu† went â€Å"global† in no time at all because of the profusion of travels. Moreover, terrorism in different degrees occurs in many parts of the world. Globalization is in itself a challenge to every citizen of the world. Illiteracy has no place in globalization; it is in fact opposed to globalization. Science and technology, the cyberspace, and the information generation do not make meaning to the unschooled and neither do they benefit from it. Then, it is not just the unschooled that will be misplaced but including those students who will not strive, through their competent teachers and schools, to acquire the necessary skills to cope or adapt or survive in the borderless society. This brings us to the burden of responsibilities of the learning institutions charged with the (global) education of the young. Because of the uncertainties in globalization, the latter creates challenges that must be intellectually addressed by the academic community. For one, countries have been categorized as Developed Countries and Developing or Underdeveloped, First World and Third World. The discussion in Philosophy and Definition (n. d. ) is a very good starting point. First, the concept of global education is an initiative proposed from the end of the United States and the other developed countries in the Euro-West. As such it comes almost naturally to them as a matter of a natural course of action in the â€Å"shrinking of the world† as a global village. Different institutions have a range of approaches to global education. Take the case of the University of California Approaching the 21st Century (n. d. ) as it addresses a range of issues with appropriate and corresponding initiatives. The issues, specifically referring to inculcate to the undergraduate students address cultural diversity, skills needed in the continuing sophistication of technology, research, collaborations, and the finance to distribute for sharing the knowledge. These issues are pointing to some of the perceived aims of globalization – to learn to accept and live in coexistence in harmony with a wide variety of people of different cultures and races; to learn the lifelong skills to competitively make a living in this technologically-driven era; to further encourage research to dynamically cope with changes and development; that any effort geared at globalization is every citizen’s look out not just in the community but in the community of nations; and whatever knowledge gained must be shared. The case of Scripps College â€Å"Strategies and Initiatives† (n. d. ) is similarly facing the challenges by preparing its (all women) students for tomorrow’s globalization. Accordingly, it aims to understand the complexities of globalization and to be approached across the disciplines by considering such things as broadening the curriculum in a particular discipline while incorporating the issues of globalization. Scripps emphasizes of women issues and their active participation in all spheres of the society. To adapt to the rapid changes taking place, giant companies like Cisco, Intel and Microsoft (January 2009) make a resounding call for the private sectors to join hands with the public institutions because even governments are facing reduction in resources. Collaborating, the three companies spearhead the assessment research and development by assessing globally the outcomes of the skills of the students to enable them to join or qualify in the future workforce. From the same source, it is gathered that â€Å"In the global economy, it is the world’s best performing education systems, not simply improvement by national standards that have become the yardstick for educational success. † As countries take steps in approaching global education, gaps are created in the process. Third World countries, when it comes to the issue of global education, they are in a quandary between their domestic concerns as stipulated in their respective philosophies of education and quite the comparison, what is called for in global education. There is no doubt that the developing countries understand the concepts of global education and its accompanying elements. However, Third World countries in spite of their awareness of the existence of the movements in many countries, they are preoccupied with their priorities taking into consideration their own relevant needs at the domestic level such as nation-building. Necessarily, they log behind the First World. Secondly, finances to address globalization are an important matter that Third World countries are not able to cope with competitively. For instance, the report of the Research Universities UNESCO Forum on Higher Education, Research and Knowledge (2006) presents statistics that explains financial constraints responsible for the considerable gaps. Developed countries on average spend 2. 5 percent of the gross domestic product on R D. While India allocates 1. 2 percent; Brazil, 0. 91 percent; China, 0. 69 percent, most developing nations devote less than 0. 5 percent of GDP to research and development. The figures, quite representative of the Third World, imply many things to global education in the context of developing nations. While developed countries excel in R D, developing countries lag too far behind. How to close these gaps is an effort to address such as the position advanced earlier by Cisco, Intel and Microsoft (2009). Much coping has to be undertaken by the developing countries while simultaneously addressing their own domestic priorities. Thirdly, Tony Wagner in his â€Å"The Global Achievement Gap† (2008) observes (supported by statistics) that â€Å"even our best schools don’t teach the new survival skills our children need†¦Ã¢â‚¬  and that â€Å"generally school educators do not have a sense of urgency of change because they are being busy attempting to increase the number of standardized tests and lose vision for the change. † Under what he believes is the present unfortunate scenario in the educational system, he has proposed what he calls the seven survival strategies to close the gaps or remove the â€Å"educational obstacles. † Addressing the achievement gap he is referring to, Wagner cited samples of schools that teach hands-on and project-based learnings where students â€Å"think, plan, organize, and work in a team† while teachers act as classroom facilitators and coaches only. More than ever, the present time attests to the common saying that the only thing constant in this world is change. Every forthcoming change is almost uncertain. The educational system, entrusted with the knowledge and skills acquisition of the young must be keen to the clues of the changes in the environment from which the philosophies of education are culled. A very important component thus, of the learning system in addition to critical and analytical thinking, is problem-solving. Equipped with problem-solving tools along with the basics of education, the future citizenry are well prepared for any changes and uncertainties. Underlying all these efforts is a sure move towards the ideal in globalization that is, peaceful and positively developing the world without compromising nature while carefully addressing terrorism on the other through active intercultural understanding. The challenges of the uncertain future must be the shared responsibility of the public and private sector because every citizen’s being will be affected by the changes brought about by globalization. Gaps must not widen through the concerted effort of the haves and the have-nots. As globalization must go on beyond anyone or any nation’s control, every individual has a stake in it. Globalization is a promise of a better world although the risks may be dangerous to mankind if not averted; the challenges are high and costly but the world can make it work through cooperation; gaps can be narrowed through generous sharing. Works Cited Adams, J. Michael. â€Å"What is Global Education? † Farleigh Dickinson University President’s Update. 7 October 2004. 21 June 2009. http://www. fdu. edu/newpubs/presupdates/041007. html â€Å"Cisco, Intel and Microsoft Lead Collaboration to Improve Global Education Assessments. † Learning and Technology World Forum. 12-14 January 2009. 21 June 2009. http://www. latwf. org/latest_news-3. html â€Å"Philosophy and Definition. † Issues in Global Education – Global Education: A Worldwide Movement, Newsletter of the American Forum for Global Education. n. d. 21 June 2009. http://www. globaled. org/issues/150/c. html Scripps College: Globalization. Strategies and Initiatives, Strategy Two: Globalization. 21 June 2009 http://www. scrippscollege. edu/about/strategic-plan/globalization. php â€Å"The University of California Approaching the 21st Century† n. d. 21 June 2009. http://www. ucop. edu/ucophome/pres/WhitePaper/21stwp. html â€Å"UNESCO Forum on Higher Education, Research and Knowledge: Universities as Centers of Research and Knowledge Creation: An Endangered Species † United Nations University Institute of Advanced Studies Research Universities in the 21st Century: Global Challenges and Local Implications. 29 November to 1 December 2006. 21 June 2009. http://www. ias. unu. edu/sub_page. aspx? catID=35ddIID=181 Wagner, Tony. â€Å"The Global Achievement Gap. † Education Review. Rev. Brenda L. H. Marina and Hsiu-Lien Lu. 21 June 2009. 5 April 2009. http://www. asu. edu/reviews/rev788. htm Frost, Robert. North of Boston. 1915. Project Bartleby. Ed. Steven van Leeuwen. 1999. 29 October 1999 http://www. bartleby. com/118/index. html.

Procesos Industriales y de Servicio

Procesos Industriales y de Servicio Cadena de valor: es un modelo teà ³rico que permite describir el desarrollo de las actividades de una organizacià ³n empresarial, descrito y popularizado por Michael E. Porter. La cadena de valor categoriza las actividades que producen valor aà ±adido en una organizacià ³n en dos tipos: las actividades primarias y las actividades de apoyo o auxiliares. Las actividades primarias se refieren a la creacià ³n fà ­sica del producto, su venta y el servicio posventa, y pueden tambià ©n a su vez, diferenciarse en sub-actividades. El modelo de la cadena de valor distingue cinco actividades primarias: Logà ­stica interna: comprende operaciones de recepcià ³n, almacenamiento y distribucià ³n de las materias primas. Operaciones (produccià ³n): recepcià ³n de las materias primas para transformarlas en el producto final. Logà ­stica externa: almacenamiento de los productos terminados y distribucià ³n del producto al consumidor. Marketing y Ventas: actividades con las cuales se da a conocer el producto. Servicio: de post-venta o mantenimiento, agrupa las actividades destinadas a mantener o realizar el valor del producto, mediante la aplicacià ³n de garantà ­as. Las actividades primarias està ¡n apoyadas o auxiliadas por las tambià ©n denominadas actividades secundarias: Infraestructura de la organizacià ³n: actividades que prestan apoyo a toda la empresa, como la planificacià ³n, contabilidad y las finanzas. Direccià ³n de recursos humanos: bà ºsqueda, contratacià ³n y motivacià ³n del personal. Desarrollo de tecnologà ­a, investigacià ³n y desarrollo: obtencià ³n, mejora y gestià ³n de la tecnologà ­a. Abastecimiento (compras): proceso de compra de los materiales. Para cada actividad de valor aà ±adido han de ser identificados los generadores de costes y valor 2. Identificacià ³n y priorizacià ³n de macroprocesos Las empresas y sus divisiones autà ³nomas dirigen sus asuntos principales por medio de grandes sistemas de uso repetido que son intrà ­nsecamente multifuncionales llamados macroprocesos. La mayorà ­a de los macroprosesos son procesos empresariales que tienen sus papeles dentro del concepto de sacar nuevos productos, procesar los pedidos de los clientes, cobrar, contratar empleados, entre otros. Los macroprocesos reciben informacià ³n de los proveedores, procesan esta informacià ³n, producen productos concretos y sirven esos productos a los clientes, externos e internos. El procesamiento realizado concuerda con la definicià ³n de proceso: serie sistemà ¡tica de acciones dirigidas al logro de un objetivo. Cuando las empresas crecen los macroprosesos se vuelven muy numerosos. Un macroproceso consiste en muchos segmentos llamados microprocesos. Cada uno se lleva a cabo dentro de una unidad organizativa funcional que, con frecuencia, està ¡ presidida por un supervisor de primera là ­nea. En resumen, los macroprocesos son aquellos que tienen mà ¡s de un proceso. 3. Diagramas de relacià ³n, interdisciplinarios y de flujo. Las herramientas que permiten visualizar mejor las rutas hacia el cambio son: los diagramas de relacià ³n, de proceso y de flujo. Los diagramas ayudan a dar visibilidad a trabajo. Ayudan a documentar las rutas que se emplean para satisfacer al cliente. El anà ¡lisis de estos diagramas permiten aumentar identificar acciones de mejora o cambio como: reducir tiempo de ciclo, disminuir defectos, bajar costos, medir desempeà ±os, reducir nà ºmero de pasos que no proporcionan valor agregado, etc. Se convierten en requisitos previos e importantes para tener à ©xito en el rediseà ±o estructural, reingenierà ­a o benchmarking. Diagrama de relacià ³n: Indica las interrelaciones o và ­nculos existentes entre los clientes y proveedores en las distintas partes de la organizacià ³n. Visià ³n global que describe las interacciones entre las principales funciones de la empresa. Es una imagen de las conexiones de entrada y salida (clientes y proveedores) entre las partes de una organizacià ³n, como las funciones, departamentos, divisiones o à ¡reas Diagrama de procesos interdisciplinarios: Muestran la forma en que los principales procesos atraviesan los là ­mites de varias funciones. Revela quà © ocurre en el interior y muestra la secuencia de pasos de los procesos productivos, entradas y salidas. Ilustran la forma de hacer el trabajo en las organizaciones, las trayectorias que siguen los insumos al ser transformados en resultados que los clientes valoran. Flujogramas: Herramienta mà ¡s conocida para ilustrar procesos productivos. Para definir, documentar y analizar procesos, con nivel alto de detalle. Un flujograma es la representacià ³n grà ¡fica de las secuencias de pasos que integran un proceso.   Mientras mà ¡s informacià ³n se incorpore serà ¡ de mà ¡s utilidad. Existen tres mà ©todos bà ¡sicos para recolectar la informacià ³n necesaria para crear un diagrama: Auto generacià ³n. Cuando se domina completamente el proceso. Entrevistas personalizadas. Con proveedores, operarios y clientes del proceso. Validacià ³n. Entrevista en grupo. Participacià ³n conjunta de todas las personas relevantes e involucradas, para la creacià ³n y validacià ³n del diagrama. El criterio mà ¡s importante para seleccionar el proceso es el impacto que tiene sobre el valor que percibe el cliente. Seleccionar los procesos que realizan las mà ¡ximas contribuciones al cliente como clase mundial y alta competitividad. Existen Otros criterios como la reduccià ³n de costos, reduccià ³n de tiempo de ciclo o respuesta, minimizar o eliminar defectos, cuellos de botella, tecnologà ­a obsoleta, etc. 4. Descripcià ³n de procesos Informacià ³n bà ¡sica (encabezado) Nombre del proceso Responsable o dueà ±o del proceso Cliente (persona, à ¡rea, depto. o empresa) Inicio Final Fecha en la cual se hace la descripcià ³n del proceso. Versià ³n Quià ©n lo elaborà ³ Quià ©n lo autorizà ³ Observaciones   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Elementos que constituyen la descripcià ³n del proceso ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Documentos o productos Accià ³n que se realiza con los elementos de entrada para producir las salidas. Deben de expresarse con verbos activos Personas o personas que ejecutan la accià ³n. Documentos o productos. FORMATO PARA DESCRIPCIÓN DE PROCESOS CRà TICOS IDENTIFICADOS A continuacià ³n se presenta el formato para que cada persona describa el proceso indicado. NOMBRE DEL PROCESO_________________________________________ DUEÑO DEL PROCESO__________________________________________ INICIO DEL PROCESO: __________________________________________ FINALIZACIÓN DEL PROCESO: __________________________________ CLIENTE_______________________________________________________ FECHA_____________________VERSIÓN: __________________________ ENTRADAS ACTIVIDADES RESPONSABLE SALIDAS Elaborado por:_______________________  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Aprobado por: _____________________ Fecha: _______________   Circulacià ³n: ______________________________________ 5. Rediseà ±o y validacià ³n de proceso Para ser competitivos deberà ­amos de abandonar las viejas ideas acerca de cà ³mo se debà ­a organizar   y dirigir un negocio. La reingenierà ­a significa volver a empezar, arrancando de cero. En esencia, la idea està ¡ en el pensamiento discontinuo. La identificacià ³n y el abandono de reglas anticuadas y de supuestos fundamentales que sustentan las operaciones o procesos corrientes. La reingenierà ­a es la revisià ³n fundamental   y el rediseà ±o radical de los procesos para alcanzar mejoras espectaculares en medidas crà ­ticas y contemporà ¡neas de rendimiento, tales como costos, calidad, servicio y rapidez. METODOLOGà A I: FASE I Filosofà ­a empresarial: Visià ³n, Misià ³n y Valores. Definir la empresa (productos o servicios, competencia, estructura, etc.) Identificacià ³n de procesos Clasificacià ³n de procesos crà ­ticos (cadena de valor) Diagrama de interrelaciones de procesos crà ­ticos FASE II Mapeo de procesos crà ­ticos. Recursos, documentos, apoyo e indicadores de eficiencia   y eficacia. Descripcià ³n de procesos crà ­ticos. Construccià ³n de diagramas de los procesos crà ­ticos.  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   FASE III Validacià ³n de los procesos. Complementar los procesos con medidas importantes dependiendo del tipo de proceso (tiempo, distancia, satisfaccià ³n.) Anà ¡lisis de Valor Agregado. Eliminar lo no necesario y que no agregue valor. Tratar de mejorar las necesarias que no agregan valor en cuanto a la dimensià ³n clave. FASE IV Analizar y rediseà ±ar los procesos. Cuantificar las mejoras. Validar el nuevo proceso Programar su implementacià ³n. Proyectar los beneficios Seguimiento y evaluacià ³n. Mejora de los procesos. METODOLOGIA II: PREPARACIÓN: 1.1 Reconocer la necesidad 1.2 Desarrollar consenso ejecutivo 1.3 Capacitar al equipo 1.4 Planificar el cambio IDENTIFICACIÓN: 2.1 Modelar clientes 2.2 Definir y medir rendimiento 2.3 Definir entidades 2.4 Modelar procesos 2.5 Identificar actividades 2.6 Extender modelo de proceso 2.7 Correlacionar organizacià ³n 2.8 Correlacionar recursos 2.9 Fijar prioridades de procesos VISIÓN: 3.1 Entender estructura del proceso 3.2 Entender el flujo del proceso 3.3 Identificar actividades de valor agregado 3.4 Referenciar rendimiento 3.5 Determinar impulsores del rendimiento 3.6 Calcular oportunidad 3.7 Visualizar el ideal (externo) 3.8 Visualizar el ideal (interno) 3.9 Integrar visiones 3.10 Definir subdivisiones SOLUCIÓN: Diseà ±o tà ©cnico 4 A1. Modelar relaciones de entidades 4 A2. Reexaminar conexiones de los procesos 4 A3. Instrumentar e informar 4 A4. Consolidar interfaces e informacià ³n 4 A5. Redefinir alternativas 4 A6. Reubicar y reprogramar controles 4 A7. Modularizar 4 A8. Especificar implantacià ³n 4 A9. Aplicar tecnologà ­a 4 A10. Planificar implementacià ³n SOLUCIÓN: Diseà ±o Social 4 B1. Facultar a empleados que tienen contacto con clientes 4 B2. Identificar grupos de caracterà ­sticas de cargos 4 B3. Definir cargos / equipos 4 B4. Definir necesidades de destrezas y personal 4 B5. Especificar la estructura gerencial 4 B6. Rediseà ±ar fronteras organizacionales 4 B7. Especificar cambios de cargos 4 B8. Diseà ±ar planes de carreras 4 B9. Definir organizacià ³n de transicià ³n 4 B10. Diseà ±ar programa de gestià ³n del cambio 4 B11. Diseà ±ar incentivos 4 B12. Planificar implementacià ³n TRANSFORMACIÓN: 5.1 Completar diseà ±o del sistema 5.2 Ejecutar diseà ±o tà ©cnico 5.3 Desarrollar planes de prueba y de introduccià ³n 5.4 Evaluar al personal 5.5 Construir sistema 5.6 Capacitar al personal 5.7 Hacer prueba piloto del nuevo proceso 5.8 Refinamiento y transicià ³n 5.9 Mejora continua ESTRUCTURA Là ­der. Alto ejecutivo que autoriza y motiva el esfuerzo total de la reingenierà ­a. Actuar como visionario y motivador, ideando, exponiendo la visià ³n del tipo de organizacià ³n que desea crear, comunica a todo el personal el sentido y propà ³sito. Debe tener autoridad sobre los recursos necesarios. Ser un autà ©ntico là ­der, vigoroso, emprendedor, convencido y conocedor. Dueà ±o del proceso. Gerente responsable de un proceso especà ­fico y del esfuerzo. Tiene la responsabilidad de rediseà ±ar su proceso. Debe acomodarse al cambio y ser sereno ante la adversidad. Motiva, inspira y asesoras a los equipos. Equipo. Grupo de individuos dedicados a rediseà ±ar un proceso, lo diagnostican, supervisan y ejecutan. Producir ideas y planes para convertirlos en realidades. Capacitarse, inventar y descubrir, creatividad y sà ­ntesis. Comità © Directivo. Cuerpo formulador de polà ­ticas, desarrollan estrategias y supervisan el progreso. Priorizan, asignan recursos y resuelven conflictos. Zar. Individuo responsable de desarrollar tà ©cnicas e instrumentos y de lograr sinergia. Capacita y apoya; coordina las actividades. 6. Herramientas para la optimizacià ³n de procesos PROCESO HERRAMIENTAS 1. Identificar problemas para resolver y proyectos de mejora. à ¼ Recoleccià ³n de datos à ¼ Tormenta de ideas à ¼ Principio de Pareto 2. Investigar las verdaderas causas del problema y/o factores para un proyecto. à ¼ Grà ¡ficas e histogramas à ¼ Listas de verificacià ³n à ¼ Tormenta de ideas à ¼ Diagrama causa efecto à ¼ Principio de Pareto à ¼ Anà ¡lisis de registro de produccià ³n o inspeccià ³n. 3. Determinar las mejores opciones o soluciones. à ¼ Principio de Pareto à ¼ Tormenta de ideas 4. Aplicar y evaluar las soluciones. à ¼ Recoleccià ³n de datos à ¼ Listas de verificacià ³n à ¼ Grà ¡ficas e histogramas 5. Tomar acciones para evitar que el problema se repita o asegurar que el proyecto sea exitoso. à ¼ Conceptos modernos de control à ¼ Modelos de planeacià ³n. 6. Presentacià ³n a la Gerencia. à ¼ Presentacià ³n profesional con la participacià ³n de todos los involucrados. RECOLECCIÓN DE DATOS Consiste en la recopilacià ³n de datos en forma acumulativa y sistemà ¡tica que se efectà ºa sobre determinada situacià ³n (equipo, proceso, procedimiento, actitud u otros) en formatos adecuados como reportes, hojas de trabajo o formas claras y durante un perà ­odo de tiempo, que està ©n directa o indirectamente relacionados con la calidad y el servicio. Procedimiento: a) Plantear claramente los objetivos del proyecto o del problema a resolver b) Analizar cada caso para definir quà © se va a medir u observar c) Registrar y ordenar todos los datos obtenidos d) Relacionarlos de manera que puedan proporcionar informacià ³n confiable e) Procesar la informacià ³n obtenida y validarla con los expertos en el tema f) Ordenar los datos de acuerdo con el grado de importancia o impacto g) Seleccionar la informacià ³n relevante a la solucià ³n del problema o al à ©xito del proyecto. TORMENTA DE IDEAS Es una tà ©cnica que consiste en dar oportunidad a todos los miembros de un equipo de trabajo, para opinar y sugerir con relacià ³n a un determinado proyecto o problema. Procedimiento: a) Se coloca el grupo frente a un rotafolio en forma circular. b) Nombrar a la persona que escribirà ¡ las ideas c) Se inicia el aporte de ideas uno por uno de acuerdo con la direccià ³n de las agujas del reloj. d) Cada idea es registrada en el rotafolio por la persona designada e) No se permite interrumpir o censurar al expositor de turno f) Las ideas se van desarrollando por està ­mulo de las ideas de los otros g) Se da por finalizada esta fase, cuando todos hallan agotado sus ideas del tema en cuestià ³n. h) Anà ¡lisis y reflexiones: cada quià ©n analiza la lista de ideas generadas, se permiten las preguntas para aclaraciones, se descartan las ideas descabelladas o no posibles, se utiliza alguna tà ©cnica adecuada para ordenarlas de acuerdo con la importancia que el grupo   considere adecuada. PRINCIPIO DE PARETO En todo fenà ³meno que resulte como consecuencia de la intervencià ³n de varias causas o factores ordenados de mayor a menor, segà ºn sea su importancia, se encontrarà ¡ que un nà ºmero pequeà ±o de causas, que encabeza la lista, contribuye a la mayor parte del efecto; mientras que el grupo restante, contribuye a una pequeà ±a parte del efecto.    CAUSAS  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   EFECTO Pocos Vitales  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Muchos Triviales Grà ¡fica de Pareto: Es una grà ¡fica presentada por barras verticales en forma descendente, correspondiente a la priorizacià ³n dada por el principio de Pareto o regla 80/20. Procedimiento: a) Identificar el efecto que nos interesa analizar (proyecto o problema crà ­tico) b) Hacer lista de todas las posibles causas que contribuyen al efecto (tormenta de ideas), si es posible se puede de una vez cuantificar el impacto. c) Ordenar dichas causas basadas en su contribucià ³n de mayor a menor, con su peso cuantitativo real o por medio del porcentaje. d) Graficar en forma de barras para identificar los pocos vitales y los muchos triviales. DIAGRAMA CAUSA EFECTO O DE ISHIKAWA. Es una herramienta para el anà ¡lisis de causa efecto, utilizada para determinar acciones o soluciones a problemas identificados a travà ©s de un anà ¡lisis de Pareto. Este diagrama de Ishikawa se traza con una espina dorsal o là ­nea central que constituye e camino a la cabeza que es donde colocamos el efecto (proyecto o problema a resolver), hacia la cual se dirigen las espinas que està ¡n constituidas por las causas y sub-causas. Tà ©cnica de las 5M ´s: En las empresas se utiliza esta clasificacià ³n de causas, que aunque no es obligatoria, incluye la clasificacià ³n de causas en cinco categorà ­as, que la experiencia muestra que son prà ¡cticas y nos ayuda a ordenar la informacià ³n de una forma bastante simple. Las categorà ­as especà ­ficas son: à ¼ Mano de obra à ¼ Mà ©todos y procedimientos à ¼ Materiales à ¼ Maquinaria y equipo à ¼ Medio ambiente. Procedimiento: a) Definir el problema o situacià ³n a realizar. Normalmente derivado del anà ¡lisis de Pareto. b) Dibuje un cuadro o rectà ¡ngulo al lado derecho de la hoja o superficie en la cual va a construir el diagrama y escriba dentro del cuadro el problema o efecto. c) Dibuje una flecha horizontal de izquierda a derecha que llegue al cuadro dibujado d) Dibuje las espinas, cinco si decide utilizar las 5M ´s, rotulando cada una con las categorà ­as. e) Coloque cada una de las causas de acuerdo con su naturaleza en la categorà ­a que considere adecuada.  Ãƒâ€šÃ‚   Utilice previamente la tormenta de ideas. f) Al terminar de la clasificacià ³n en el diagrama, determine las causas mà ¡s importantes para definir una accià ³n concreta. Mano de Obra  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Mà ©todos y Procedimientos Maquinaria y  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Materiales  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Medio ambiente Equipo CAUSAS EFECTO GRà FICAS ESTADà STICAS, HISTOGRAMA Las grà ¡ficas son representaciones de algà ºn fenà ³meno o evento cualquiera a travà ©s de figuras, sà ­mbolos, là ­neas, dibujos, etc   Al mismo tiempo, son herramientas de comunicacià ³n que permiten expresar de una forma muy clara, simple y efectiva lo que nos nà ºmeros muestran confusamente u ocultan. Procedimiento: a) Ordenar los datos en un formato adecuado para el efecto. b) Decidir quà © tipo de grà ¡fica serà ¡ à ºtil y verificar si se cuenta con los datos necesarios para construirla. c) Construir la grà ¡fica de acuerdo con los datos trazando en los casos que se necesiten los ejes horizontal (X) y vertical (X). d) Asigne la escala mà ¡s adecuada, buscando la proporcionalidad mà ¡s adecuada para el tipo de grà ¡fica que se construirà ¡. e) Dibuje a mano o con la ayuda de la computadora la grà ¡fica especà ­fica. f) Una puntos, correlacione variables, utilice porcentajes, etc.   dependiendo de si es una grà ¡fica de barras (verticales u horizontales), grà ¡fica de pastel o circular, un diagrama de dispersià ³n, una grà ¡fica de Pareto, un histograma, una grà ¡fica de control, etc. PRESENTACIÓN A LA GERENCIA Tambià ©n se denomina presentacià ³n de proyectos y es una de las actividades mà ¡s importantes y provechosas para los equipos, ya que todos tendrà ¡n la oportunidad de exponer frente a la gerencia. Consiste en presentar todo lo que se ha trabajado desde la tormenta de ideas para identificacià ³n de problemas o proyectos, hasta el planteamiento final de la solucià ³n, en la cual todos los integrantes de un equipo han aportado ideas, creatividad, trabajo y han colaborado para alcanzar el à ©xito. Procedimiento: Antes de la presentacià ³n: a) El equipo de trabajo debe prepararse y ordenar la presentacià ³n de su proyecto para que sea claro y preciso. b) Organizar, estableciendo un orden là ³gico de temas y asignarlos de tal manera que todos participen en la presentacià ³n.   c) Practicar la presentacià ³n para enmendar errores y cumplir con el tiempo designado. d) Preparar todos los detalles necesarios con anticipacià ³n, para evitar contratiempos. e) Asegurarse que en el lugar de la presentacià ³n donde se va a realizar està © bien acomodada y que se cuente con todos los recursos necesarios. f) Asegurarse que sean invitados y que asistan todas las personas que son vitales para la presentacià ³n. 7. Justo a tiempo Es una filosofà ­a industrial, que considera la reduccià ³n o eliminacià ³n de todo lo que implique desperdicio en las actividades de compras, fabricacià ³n, distribucià ³n y apoyo a la fabricacià ³n (actividades de oficina) en un negocio. El desperdicio se concibe como todo aquello que sea distinto de los recursos mà ­nimos absolutos de materiales, mà ¡quinas y mano de obra necesarios para agregar valor al producto. Justo a tiempo (JAT) implica producir sà ³lo exactamente lo necesario para cumplir las metas pedidas por el cliente, es decir producir el mà ­nimo nà ºmero de unidades en las menores cantidades posibles y en el à ºltimo momento posible, eliminando la necesidad de almacenaje, ya que las existencias mà ­nimas y suficientes llegan justo a tiempo para reponer las que acaban de utilizarse y la eliminacià ³n de el inventario de producto terminado. Para que el JAT sea efectivo es necesario desarrollar una cultura de intervencià ³n de las personas, de trabajo en equipo, de involucramiento de las personas con las tareas que realiza, de compromiso o lealtad de los colaboradores con los objetivos de la empresa, para que el JAT funcione. APLICACIONES Produccià ³n o procesos de produccià ³n. n Utilizar mà ¡quinas de mà ºltiples propà ³sitos, en las que fà ¡cilmente se pueda pasar de la produccià ³n de un componente a otro. n Aplicar las tà ©cnicas de grupos o celdas, donde las series de componentes se puedan producir juntas, esto permite reducir los perà ­odos de planificacià ³n. n Trazar un esquema en U, en el cual los materiales se colocan en un costado de la U, y los productos terminados en el otro costado, permitiendo la reduccià ³n del movimiento del material. n Utilizar à ³rdenes de compra generales , que autoricen a un proveedor a suministrar una cierta cantidad de material durante un perà ­odo de tiempo, esto evita las à ³rdenes individuales, ahorrando tiempo y esfuerzo. Reduciendo los costos operativos. Niveles de inventario reducidos n Utilizar un sistema para hacer que los materiales fluyan de acuerdo con los requerimientos de produccià ³n / trabajo, conocido tambià ©n como sistema de afluencia antes de un sistema de almacenado. Mejoramiento del control de calidad n Insistir en los detalles de calidad de los proveedores o fuentes. n Adoptar un sistema de control de calidad total, comenzando con la calidad de los artà ­culos suministrados por el proveedor, poniendo à ©nfasis en la calidad en la là ­nea de produccià ³n de los artà ­culos manufacturados y en la calidad del servicio que presta el colaborador. Mejoramiento de la calidad y la fiabilidad. n Diseà ±ar calidad y fiabilidad en el producto. Utilizar tà ©cnicas de ingenierà ­a del valor, diseà ±o para la fabricacià ³n y diseà ±o para el montaje. El objetivo es eliminar el descarte y todos los defectos, para que los clientes reciban una calidad superior con menos reparaciones de garantà ­a. Flexibilidad del producto. n La menor cantidad de trabajo en proceso permite una mayor capacidad para responder rà ¡pido a los cambios en las demandas del consumidor para diferentes artà ­culos. Responsabilidad en la distribucià ³n. n Al utilizar el sistema de afluencia y el control de calidad total permite dar una mejor respuesta a los clientes, en cuanto a una distribucià ³n puntual de productos y de servicios de calidad. Utilizacià ³n de los activos. n Reducir la inversià ³n de capital. n Al reducir los inventarios y contar con un manejo mà ¡s eficiente, se requieren menos activos para los procesos actuales. Esto permite reducir los gastos operativos de las instalaciones actuales o brinda mà ¡s espacio para la expansià ³n del negocio. Utilizacià ³n del personal n Promover la capacitacià ³n cruzada del personal para trabajar en diferentes à ¡reas de produccià ³n. Los empleados familiarizados con el proceso contribuyen al mejoramiento continuo; pues poseen mà ¡s sentido de propiedad con respecto al producto o servicio. Minimizacià ³n de los costes: n Reducir el inventario. n Reducir el desperdicio de material y el desaprovechamiento de la mano de obra debido a los defectos. n Establecer cuotas de trabajo simplificadas que significan menores costes por primas. n Reducir los costes mediante el mejoramiento del mantenimiento preventivo. n Simplificar los procesos administrativos para reducir el trabajo por empleado. FASES FASE 1: Definir el porquà © El porquà © de aplicar el JAT es convertir la produccià ³n de la empresa en un arma estratà ©gica y no sà ³lo para bajar costos. En esta fase hay dos pasos: 1. Concientizacià ³n: Las directivas tendrà ¡n que formarse una idea clara del JAT a fin de generar tres visiones del futuro relacionadas entre sà ­: n Visià ³n del Proceso Fà ­sico -ver a la empresa dentro de 3 a 5 aà ±os, en su proceso fabril, flujo de materiales, compras, distribucià ³n, etc. n Visià ³n del Clima Organizacional -Se debe tener un fuerte liderazgo del presidente, una à ©tica en toda la empresa que propicie la innovacià ³n y haga sentir a los empleados que su aporte es importante, trabajo en equipo y cooperacià ³n entre departamentos, personas que està ©n acordes con los requerimientos del cargo y que se sientan motivadas a contribuir al mejoramiento de su empresa. n Visià ³n del Mercado -Ver posibles oportunidades en el mercado para adelantarse a la competencia. 2. Formular Estrategia de Produccià ³n/Mercado: Dicha estrategia debe ser comprensible para todos. Un nivel se referirà ¡ al crecimiento y expansià ³n otro nivel a responsabilidades de los cargos y otro a estabilidad de los cargos. FASE 2: Creacià ³n de la Estructura En la organizacià ³n entran en juego cuatro protagonistas clave:   n El comità © directivo: Encabezado por un alto ejecutivo, el gerente de planta, representantes de gerencia medias, supervisores y empleados comunes. n Un facilitador: Persona accesible y de confianza, su funcià ³n es que el esfuerzo JAT sigua su marcha y que se alcancen los objetivos a corto y largo plazo. n Los grupos encargados de proyectos: Son los encargados del proyecto piloto, de la implantacià ³n del JAT   proyecto por proyecto. Formado por miembros de administracià ³n superior intermedia y los empleados de la fà ¡brica que pondrà ¡n en prà ¡ctica   los cambios n Los jefes de los grupos de proyectos: Son administradores del grupo y el enlace con el comità © directivo. FASE 3: Puesta en Marcha del Plan  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Comprende tres pasos: 1. Proyectos piloto e implantacià ³n proyecto por proyecto: se establecen ciertas tà ©cnicas JAT, como agilizacià ³n del alistamiento, las celdas de maquinaria, y los sistemas de halar. Otros proyectos pilotos girarà ­an en torno a à ¡reas externas de oportunidad, tales como compras JAT. 2. Educar: Capacitar al personal para que adquieran las habilidades necesarias para llevar a cabo el JAT. 3. Cambiar Sistemas y Normas. Para que se amolden a los principios del JAT. 8. Kaizen Kaizen es un sistema enfocado en la mejora continua de toda la empresa y sus componentes, de manera armà ³nica y proactiva. El Kaizen surgià ³ en el Japà ³n como resultado de sus imperiosas necesidades de superarse a si misma de forma tal de poder alcanzar a las potencias industriales de occidente y asà ­ ganar el sustento para una gran poblacià ³n que vive en un paà ­s de escaso tamaà ±o y recursos. Hacer posible la mejora continua y lograr de tal forma los mas altos niveles en una serie de factores requirià ³ aparte de constancia y disciplina, la puesta en marcha de cinco sistemas fundamentales: 1. Control de calidad total / Gerencia de Calidad Total En su desarrollo inicial, hacà ­a à ©nfasis en el control del proceso de calidad. Esto ha evolucionado hasta convertirse en un sistema que abarca todos los aspectos de la gerencia, y ahora se conoce como gerencia de calidad total (TQM). La gestià ³n de calidad total es una manera de mejorar constantemente la performance en todos los niveles operativos, en cada à ¡rea funcional de una organizacià ³n, utilizando todos los recursos humanos y de capital disponibles. El mejoramiento està ¡ orientado a alcanzar metas amplias, como los costes, la calidad, la participacià ³n en el mercado, los proyectos y el crecimiento. en la aplicacià ³n de mà ©todos cuantitativos y recursos humanos para mejorar el material y los servicios suministrados a una organizacià ³n, los procesos dentro de la organizacià ³n, y la respuesta a las necesidades del consumidor en el presente y en el futuro. La gestià ³n de calidad total integra los mà ©todos de administracià ³n fundamentales con los esfuerzos de perfeccionamiento existentes y los recursos tà ©cnicos en un enfoque corregido, orientado al mejoramiento c

The Monkeys Voyage by Alan de Queiroz | Review

The Monkeys Voyage by Alan de Queiroz | Review Introduction: There are a number of basic definitions that have to be considered before an individual before providing a scientific analysis and review of the book by Alan Quieroz (2013) that is the Monkey’s voyage. One such definition is the concept of biogeography. Biogeography refers to the study of the manner in which living organism, are able to move around the planet earth. For instance, biogeography concerns itself with how the same species of monkeys are found in Africa, and in South America. In other words, Biogeography concerns itself with an analysis of the manner which the same species of animals are able to be found in the same continent. One of the major reasons advanced for the occurrence of such kind of a phenomenon is the concept of plate tectonics. Plate tectonics refers to the structure of earth, which are able travel and float independently. This is the most common argument that scientists have managed to bring out, in regard to explaining why the same species exists in different parts of the continent. Another important definition that an individual needs to understand, before scientifically analyzing this book, is the concept of vicariance. This is a term that is used for purposes of providing a description of certain types of living organisms, that were able to get separated into groups that are non-communicating, through external circumstances. Examples include the submersion of a land, the rise of a mountain range, etc. Another important term that is contained in this book is Gondwana. This is a scientific term that refers to the Southern half of the continent, which existed millions of years ago, but was able to fragment, and drift apart. Therefore, this paper is a review of the book by Dr. de Queiroz.. In providing a review of this book, the researcher will use two approaches. The first approach is the manner in which this book explains the major scientific points. The second approach would be an overall analysis of the book, and how the author manages to convey scientific ideas, and use examples to explain these ideas. Review: In writing this book, the author manages to use the three scientific approaches that are always used in scientific research. These approaches are, the identification of the historical origin of the concept, the concept itself, and any future consideration regarding the concept. In giving an explanation on the reasons why the same species are found in different parts of the continent, Dr. de Queiroz begins by providing the historical biogeography, and the reasons why he thinks that the breakage of the tectonic plates is not the major reason for the existence of the same specifies of animals, in different continents. In providing the historical origin of his points, de Queiroz is able to introduce a leading scholar of biology, by the name of Leon Croizat. De Queiroz gives us a description of the works of Croizat, and the manner in which he was able to dispute the explanation of the existence of earth by Charles Darwin, and the existence of the same species of animals in different conti nents, through the process of plate tectonics. Croizat believes that Darwin was wrong, through his concept of natural selection (De Quieroz, 11). Natural selection is a scientific process, in which the biological traits of an animal can become common, or less common, within a population. This may occur because of the traits that are inherited during the reproductive process of the organism. It is therefore important to explain that natural selection is one of the important aspects of the theory of evolution that explains the existence of the world. Therefore, another concept that is introduced in this book is evolution, which is a theoretical framework that was developed by Charles Darwin, to explain the reasons for the existence of different species of animals. These animals evolved, and through the process of natural selection, the toughest animals and species were able to survive, and hence exists. The theory of evolution and natural selection focuses on the environment in explaining the reasons why animals are found in a particular continent or environment. Based on these facts, it is therefore possible to denote that this is a theoretical framework that does not support the use of the theory of tectonic plates to explain the reason why the same species of animals are found in the same region. This section further brings us to the concept of historical biogeography, and the reasons why it is not sufficient in explaining the distribution of species around the world, or in different continents of the world. Historical biogeography is the study of the distribution of animals, and how they were distributed, based on different time scales. From this book, we are able to learn that this was one of the major concepts or elements of the theory of evolution. A good example of the historical biogeography that is depicted in the book is on the primate time tree that talks about the voyag e of the monkeys (De Quiroz, p. 214). This time tree shows the evolution of the monkeys, from the millions of years ago, to the current species of monkeys, hence reinforcing the ideas of Charles Darwin, in regard to the concept of the evolution theory. The author of this book uses the concepts of historical biogeography, to give an explanation why the Tectonic plate theory cannot explain the reasons for the existence of the same species of animals, in different continents of the world. Furthermore, in arguing against the existence of the same species of animals, in different continents, the author introduces the concept of panbiogeography. De Quiroz (p. 33) in defending his argument that animals were not found in different parts of the continent through geographical dispersal borrows this concept panbiogeography concept that was introduced by Croizat. De Quiroz argues that it was virtually impossible for the same animals to find themselves in different continents because of dispersal, and he provides examples to illustrate this point. For instance, it is not likely for the same species of snails to find themselves in the same continent, by attaching themselves to the tail of a bird, or even a spider to find itself in a different continent, by using its web, and being carried by wind. These are impossible circumstances to occur; hence this theoretical notion of tectonic plates is absurd, and uncalled for. Section two and section three of this book are used in the explanation of the reasons why the de Quiroz believes that the same species of animals did not find themselves in different continents, through the breakup of the land mass, or through the process of tectonic plates. For instance, de Quiroz does a great job, in coming up with a new method, that can be used for purposes of conducting the process of genetic sequencing. De Quiroz uses this method for purposes of estimating the period in which two populations, of the same species were able to split, in the last one hundred thousand of years. In this study, De Quiroz explains that the garter snakes were able to float in an open ocean, which was approximately 120 miles, and this is an explanation on why they can be found in different regions of the world. His study of snakes began when de Queiroz was curious on the reasons for existence of the garter snakes, at the tip of California. This was one of the major factors that contributed in the desire of Quiroz to study and examine the impact of tectonic plate’s theory, in the dispersal of living organisms. For instance, De Quieroz was able to wrongly assume that the species of this snake came into the region, over a long period of time, and this is through the drifting continents, when the peninsula, was able to come apart from the mainland. However, through his study of the garter snake, De Quieroz (57) comes to the conclusion that distinctive and vibrant biological communities, were creating, when living organism were able to soar through the atmosphere, and float th rough the large water mass, or water body. Through these findings, De Quieroz manages to come out of the theory of evolution and the theory of tectonic plates that explains the why the same species of animals and other living organisms are found in different continents. This type of knowledge and information is very contentious, and this is majorly because it challenges the existing body of knowledge, regarding the dispersion of animals, and other living organisms, through the process of continental drift. For instance, in the 1950s, and the 1960s, geologists were able to find that the coasts of Africa and South America were united, and through the process of tectonic plates, these coasts were separated. However, because of new technological innovations, scientists were able to measure the floor of the ocean, revealing several ridges, and this includes a ridge that was found in the Atlantic Ocean. These discoveries were able to provide a clear mechanism on the manner in which the continent was able to creep, making scientists to believe that in about 180 years back, there was the existence of a continent referred to as Gondwana that comprised of Australia, Africa, America, India, and Antarctica. The new knowledge brought about by de Quieroz was challenging these facts, and scientific knowledge, and hence this information is controversial. Furthermore, in explaining the concept of Gondwana, and the continental drifting theory, scientists use the presence of emus, rheas and ostriches, in explaining why they are found in Africa, Australia, and other continents of the world. Scientist explains that these animals were able to drift to these other continents, and this is because of the moving continents. However, the genetic studies that were conducted by De Quieroz (44), on garter snakes, was a proof that these birds found themselves in these different continents, through their movements, and not through the drifting apart of the continent. Other examples include the New World monkeys, which were able to move to South America, by rafting themselves, through the use of the earth’s clump, and today, they comprise of 73% of the land mammals. Conclusion: This book by Quieroz is well written, and it manages to provide clearly the views of de Quiroz, on the reasons why the same species of animals are found in different continents. The information contained in this book is controversial. This is majorly because it challenges the knowledge that existed, on the reasons why the same species of animals are found in different continents. That is the drifting of continents, hence these animals finding themselves in different geographic regions. Works Cited: De, Queiroz A. The Monkeys Voyage: How Improbable Journeys Shaped the History of Life. 2013. Print.

McCarthyism :: Joseph McCarthy Communism

The Alien Registration Act passed by Congress on 29th June, 1940, made it illegal for anyone in the United States to advocate, abet, or teach the desirability of overthrowing the government. The law also required all alien residents in the United States over 14 years of age to file a comprehensive statement of their personal and occupational status and a record of their political beliefs. Within four months a total of 4,741,971 aliens had been registered. The main objective of the Alien Registration Act was to undermine the American Communist Party and other left-wing political groups in the United States. It was decided that the House of Un-American Activities Committee (HUAC), that had been set up by Congress under Martin Dies in 1938 to investigate people suspected of unpatriotic behavior, would be the best vehicle to discover if people were trying to overthrow the government. In 1947 the House of Un-American Activities Committee (HUAC), chaired by J. Parnell Thomas, began an investigation into the Hollywood Motion Picture Industry. The HUAC interviewed 41 people who were working in Hollywood. These people attended voluntarily and became known as "friendly witnesses". During their interviews they named nineteen people who they accused of holding left-wing views. One of those named, Bertolt Brecht, a playwright, gave evidence and then left for East Germany. Ten others: Herbert Biberman, Lester Cole, Albert Maltz, Adrian Scott, Samuel Ornitz,, Dalton Trumbo, Edward Dmytryk, Ring Lardner Jr., John Howard Lawson and Alvah Bessie refused to answer any questions. Known as the Hollywood Ten, they claimed that the 1st Amendment of the United States Constitution gave them the right to do this. The House of Un-American Activities Committee and the courts during appeals disagreed and they all were found guilty of contempt of congress and each was sentenced to between six and twelve months in prison. Larry Parks was the only actor in the original nineteen people named. He was also the only person on the list who the average moviegoer would have known. Parks agreed to give evidence to the HUAC and admitted that he had joined the Communist Party in 1941 but left it four years later. When asked for the names of fellow members, Parks replied: "I would prefer, if you would allow me, not to mention other people's names. Don't present me with the choice of either being in contempt of this Committee and going to jail or forcing me to really crawl through the mud to be an informer.

Controversies Over Technology in Early Childhood Classrooms Essay

Controversies Over Technology in Early Childhood Classrooms The role of technology in early childhood education is a controversial topic to both teachers and parents. The main concerns of both teachers and parents is the potential benefits for young children’s learning and development.. Supporters and non-supporters agree on the importance of young children’s social, emotional, cognitive and physical development. Supporters feel children should have the opportunity to use the computer as another tool to aide in and encourage their development. Non-supporters agree the computer may be a useful tool for young children but feel many teachers may not be using the computers in the best way to promote a healthy development in the child. They also contend that introducing the computer takes away from important learning experiences such as play and art (NWREL, 2001). School programs are now working on ways to better integrate computers into the classrooms in order to offer the young children the opportunities to develop the necessary skills to grow as students (Gimbert, 2004). The purpose of this research paper is to examine the controversies that surround technology use in early childhood classrooms. Introducing Technology into the Classroom Properly introducing technology into early childhood classrooms is the first and crucial step in producing a new and useful tool for students to use to enhance their learning. Many researchers do not recommend introducing computers to children young than three because they are not developmentally ready ((Haugland, 2000). It is useful to start off introducing a computer to young children in a group setting because it is general information all children need to know. The teacher may begi... ...about the different ways in which young children experience computers in the classroom setting. It included a study done of kindergarteners from about 22,000 different public and private schools and examined they availability of computers to these children. Romeo, G. (2003). Touching the screen: issues related to the use of touch screen technology in early childhood education. British journal of educational technology, 3, 329-339. In this Journal there was a study performed on early childhood students and their reaction to touch screen computers. The results were more negative rather than positive proving that it was more productive to use the mouse and keyboard for young children. Shade, D. (1999). Integrating technology into the early childhood classroom: the case of literacy learning. Information technology in Childhood Education Annual. 1999, 221-254.

Dangers of the Internet :: Internet Pornography

Surfing the Internet can truly be fun sometimes. Many times you don’t realize how long you been in there until you sign out and your server tell you that you have spent many hours surfing the net, either that or the sunshine begins to bug you. Yet there’s something that has began to bother me every time I surf the net. I feel that I just can’t trust anyone. People are using this way of communication to be free about anything .It scares me how it is so easy to create identities through the digital world of computers to surf the life of the Internet. I feel the evolution of computers is influencing our way of living and our lives. In Sherry Turkle’s article she tells us the different ways of creating games, alternate identities and lives people assume when they are "gaming" online as she calls it (456).Free speech , privacy, people sending you all kinds of stuff over the internet–porn for example I’m really tired of it! . All I know is that every time I check my Email box there are piles of messages coming up like â€Å"Are you Horny?† and many other that are so indecent to say. I feel that we are not protected from the internet. There must be a way to control these unwanted messages, because my block sender feature seems not to work. Calling Aol to change my password doesn’t either. What can we do? For me it is scary sometimes I’m not against technology at all but there must be a way that technology doesn’t take over. I always wonder how people sending pornographic web pages get our emails address, I assume that they probably steal or buy our information from Internet servers. I guess is it just like when you get junk mail from businesses that mail you advertisement from items you never inquire about. That sucks if people get their advertisement from stealing our addresses, or using â€Å"cookies† to store our information. I’m not really sure. I assume another probable way is picking at random which I think is odd because everyone I ask says that they are tired of getting unwanted messages. My cousin who’s 14 yrs. o lds gets dozens of messages a week. Not only are these kids getting messages but, they are being tricked into going to these pornographic web pages. How dangerous is that because who knows how many thousand or million children and teens are being exposed to that junk.

Nurseâ€Patient Ratio in California

a) Nurse-Patient ratio is the relationship of the number of patients that should be served by one nurse at particular moment of time. It was a working formula that was proposal in 1992 by the California Nurses Association (CAN), which was to cater for quality service to patients by their nurses in the hospitals. After varied controversial arguments about the proposal regarding the overall implication to the economic costs of the ratio, different proposal from the concerned parties were arrived at where; the state government proposed ratio was 1:6 for all the medical or surgical units in the hospital.   However this ratio was to lower to 1:5 in a period of one and one-half year. The California Nurse Union (CNU) had a proposal of 1:3 for the medical units and 1:4 for the surgical units. The California Hospital Association (CHA) had proposed a ratio of 1:10 for both medical and surgical units. The nurse-patient ratio was enacted in October 1999.   However, the results of the actual proposed ratios were released on 2002.   The CNU and CHA ratio requirement were thought to be stable all through and each of them parties sought for its own ratio implementation.   However, the state proposal consisted a series of development where, they were to be implement at 1:6 and later reduced to 1:5 after 1 – 1  ½ year. (Slack, Slack,2001, p.107) b) History The nurse-patient ratio was firstly proposed by nurses in California in 1992 (Russell, 2004) However it was enacted as a law in 1999 but its enactment was to be followed by a period of its implement, which was to be until January 2002.   This implementation gave the California Hospital Association upto a deadline of January 2003 to hire the right number of nurses for their hospital as required by the government proposal of 1:5   ratio which the government had stated would lower from the ratio of 1:6 in a period of 1 – 1  ½ years. However, due to the complains, from the CHA, the proposal was only enacted into a law in January 2004, requiring the hospitals to implement on the 1:5 ratio by June 2004.  Ã‚   But following an emergency proposal by the director of department of Health Services – Sandra Sherry, the 1:5 ratio laws would only be instituted in January 2008.   (Russell 2004) c) Ideally, this proposal would highly support a positive nursing work environment.   Although the Californian Hospital Association argues that this would be too costly, but this would on be argumentable for the short run.   However, the cost would be reduced in the short run period of their business cycle.  Ã‚   Since higher ratios would ultimately help to improve the existing state of patient care.   Either, Lower ratios would consequently call for more nurse to join the career, whose turn over was very low. Through lowering the ratios, then the profession would be more interesting to the young learners who will be able to join it.   Also, it was made to call back those nurses who had left the profession due to unappealing ratio. To defend, their argument, they argued that, lower nurse-patient ratio was to lower the possible costs by hospitals to hire other nurses.   This is because of the possible economies that would be arrived at through the savings in greater patient care and faster service delivery.   Either, hospitals would reduce the hire of the nurses who were temporary registered, and whose cost was higher than that of permanently employed nurses.   (Coombs, 2004, p. 83) d) However, different controversies were between different parties aligned to this proposal.  Ã‚   Firstly, the California Nurse Association felt that, this was a good move, as it enhanced better patient care and ultimately economies to the owners of the medical centers in the long run.   They believed that, by using lower ratios, the result would be an attraction of more number of young and others who had left to the nursing profession.   Either, this worked to reduce cost by the hire of temporary registered persons. However, the California Hospital Association argued that this was impractical in terms of cost of implementation.   They argued that these would only work to favour the nurses at the expense of their business.   The state government thought that, the proposals of the nurses were viable but could only work under stages of implementation. It believed this proposal worked for the good of the people.   Also, the union for Service Employees International was also in the view that, this proposal worked to improve the amount of care given to patient hence it was important for its implementation. (Ponton, Carrion, 2001, p.48) e) The proposal would be highly recommendable for the general service delivery to the patients.   Either, it was important since it worked to improve the conditions of both the patients, nurses and hospital owners. f. (I) Yes, they work to ensure that, there were a lesser number of patients for service by one nurse.   This helped to reduce the amount of service by the nurses hence they could give a better attention to the patients.   However this did not keep the attention of any possible risk cases where the number of patients may increase indefinitely. ii) The government enacted that the ratio that would remain as 1:6 in January 2004, and reduce to 1:5 by June the same year.   However, in a petition that was passed to the court, by the direction of California Hospital Association this would only to be active in January 2008.   However, the ratio of 1:6 has not been followed in some health centers where nurse are made to serve a bigger number than this ratio.   Else where, there has been a positive adherence to this law in most of the hospitals. (David, Baustica, p. 66) References David, E. & Baustista, H. (2004) La Nueva California LATINOS IN THE GOLDEN STATE. Berkeley, CA: University of California Press. Ponton, M. & Carrion, J. (2001).   Neuropsychology and the Hispanic Patient: A clinical Handbook; Mahwah: Lawrence Erlbaum Associates. Coombs, M. (2004) Power & Conflict between Doctors and Nurses.   Breaking Through the Inner Circle in Clinical Care. London : Routledge. Slack, N. & Slack, C. (2001) Cyber Medicine: How Computing Empowers Doctors and Patients For Better Cared Revised and Updated Edition. San. Francisco: Jossey – Bass. Russell, S. (2004).   State Moves to Freeze Nurse Patient Ratio.   Nov, 05, 2005