Richer Sounds Case free essay sample

The measures above effectively increased the valence, which highly motivate employees so they can give the best. Equity theory: the fact that the pay level in Richer Sounds is at the highest in the hi-fi industry + benefits given to employees is actually rarely seen in other organizations. Richer Sounds employees enjoy a higher ratio of input to output that of staff in other hi-fi retailers, which is actually positive inequity. When people realized the over-reward they received, they tend to reduce the inequity by working harder, according to Buchanan and Huczynski. Good work recognition, gratitude: very present in the case. The trust put by the management to its employees is actually a kind of recognition in itself for the honesty and credibility. The fact that the staff is working for a reputable company + great pay = pride from employees, which is also a strong motivator. Richer sounds = formal group: people are formally allocated to form into psychological groups to work together for their common goals as a basic function unit of the organization. We will write a custom essay sample on Richer Sounds Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cohesiveness of group: in the case, we see the efforts put on the cohesiveness establishment of groups and the whole organization. To achieve good results, Richer Sounds tried many methods: 1) Membership: small teams better than big temps (big = reduction of communication, higher absenteeism rate). Richer sounds only hire candidates with similar interest, knowledge and enthusiasm in the hi-fi industry 2) Work environment: the nature of tasks given by Richer Sounds is similar in different stores and the fact that some of the surveyed staff claim that they laugh a lot implies that the communication among group members is good. That improves the cohesiveness of the work groups within Richer Sounds. 3) Organizational elements: The sense of trust increase cohesiveness of groups. The success that has been achieved so far by Richer Sounds contributes to the cohesiveness. Leadership: The company leader, Julian Richer, tends to establish a sense of trust between the employees and him via the trust culture and policies in the company. Richer also shows his respect to his employees, calling for a mutual respect as well. That way, the staff will be more inclined to work harder in a very enthusiastic way. The combination of transactional and transformational leadership approaches worked well and led to good performance of the whole organization, which is why Richer sounds has the highest record in sales per square foot amongst retailers. In Richer Sounds, many organizational behaviors are consolidated as rules, procedures policies and contracts. This tends to shape the good behavior of employees. Success of Richer Sounds: motivation strategies, group and team building strategies and the proper leadership adopted by the organization play a significant role. In the motivation area, appropriate measures like professional training programs could be adopted to improve the instrumentality and the expectancy to motivate employees. Performance management with clear set goals may also be helpful. Regarding the groups and teams, outdoors activities could be introduced. To what extend do you think that this leadership/management approach is replicable to other organizations? Google Apple Facebook?

Biography of Field Marshal Sir Harold Alexander

Biography of Field Marshal Sir Harold Alexander Born December 10, 1891, Harold Alexander was the third son of Earl of Caledon and Lady Elizabeth Graham Toler. Initially educated at Hawtreys Preparatory School, he entered Harrow in 1904. Departing four years later, Alexander sought to pursue a military career and gained admission to the Royal Military College at Sandhurst. Completing his studies in 1911, he received a commission as a second lieutenant in the Irish Guards that September. Alexander was with the regiment in 1914 when World War I began and deployed to the Continent with Field Marshal Sir John Frenchs British Expeditionary Force. In late August, he took part in the retreat from Mons and in September fought at the First Battle of the Marne. Wounded at the First Battle of Ypres that fall, Alexander was invalided to Britain. World War I Promoted to captain on February 7, 1915, Alexander returned to the Western Front. That fall, he took part in the Battle of Loos where he briefly led the 1st Battalion, Irish Guards as an acting major. For his service in the fighting, Alexander was awarded the Military Cross. The following year, Alexander saw action during the Battle of the Somme. Engaged in heavy combat that September, he received the Distinguished Service Order and the French LÃ ©gion dhonneur. Elevated to the permanent rank of major on August 1, 1917, Alexander was made an acting lieutenant colonel shortly thereafter and led the 2nd Battalion, Irish Guards at the Battle of Passchendaele that fall. Wounded in the fighting, he quickly returned to command his men at the Battle of Cambrai in November. In March 1918, Alexander found himself in command of the 4th Guards Brigade as British troops fell back during the German Spring Offensives. Returning to his battalion in April, he led it at Hazebrouck where it sustained heavy casualties. Interwar Years Shortly thereafter, Alexanders battalion was withdrawn from the front and in October he assumed command of an infantry school. With the end of the war, he received an appointment to the Allied Control Commission in Poland. Given command of a force of German Landeswehr, Alexander aided the Latvians against the Red Army in 1919 and 1920. Returning to Britain later that year, he resumed service with the Irish Guards and in May 1922 received a promotion to lieutenant colonel. The next several years saw Alexander move through postings in Turkey and Britain as well as attend the Staff College. Promoted to colonel in 1928 (backdated to 1926), he took command of the Irish Guards Regimental District before attending the Imperial Defense College two years later. After moving through various staff assignment, Alexander returned to the field in 1934 when he received a temporary promotion to brigadier and assumed command of the Nowshera Brigade in India. In 1935, Alexander was made a Companion of the Order of the Star of India and was mentioned in despatches for his operations against the Pathans in Malakand. A commander who led from the front, he continued to perform well and in March 1937 received an appointment as an aide-de-camp to King George VI. After taking part in the Kings coronation, he briefly returned to India before being promoted to major general that October. The youngest (age 45) to hold the rank in the British Army, he assumed command of the 1st Infantry Division in February 1938. With the outbreak of World War II in September 1939, Alexander prepared his men for combat and soon deployed to France as part of General Lord Gorts British Expeditionary Force. A Rapid Ascent With the rapid defeat of Allied forces during the Battle of France in May 1940, Gort tasked Alexander with overseeing the BEFs rearguard as it withdrew toward Dunkirk. Reaching the port, he played a key role in holding off the Germans while British troops were evacuated. Assigned to lead I Corps during the fighting, Alexander was one of the last to leave French soil. Arriving back in Britain, I Corps assumed a position to defend the Yorkshire coast. Elevated to acting lieutenant general in July, Alexander took over Southern Command as the Battle of Britain raged in the skies above. Confirmed in his rank in December, he remained with Southern Command through 1941. In January 1942, Alexander was knighted and the following month was dispatched to India with the rank of general. Tasked with halting the Japanese invasion of Burma, he spent the first half of the year conducting a fighting withdrawal back to India. To the Mediterranean Returning to Britain, Alexander initially received orders to lead the First Army during the Operation Torch landings in North Africa. This assignment was changed in August when he instead replaced General Claude Auchinleck as Commander-in-Chief, Middle East Command in Cairo. His appointment coincided with Lieutenant General Bernard Montgomery taking command of the Eighth Army in Egypt. In his new role, Alexander oversaw Montgomerys victory at the Second Battle of El Alamein that fall. Driving across Egypt and Libya, Eighth Army converged with Anglo-American troops from the Torch landings in early 1943. In a reorganization of Allied forces, Alexander assumed control of all troops in North Africa under the umbrella of the 18th Army Group in February. This new command reported to General Dwight D. Eisenhower who served as Supreme Allied Commander in the Mediterranean at the Allied Forces Headquarters. In this new role, Alexander oversaw the Tunisia Campaign which ended in May 1943 with the surrender of over 230,000 Axis soldiers. With victory in North Africa, Eisenhower began planning the invasion of Sicily. For the operation, Alexander was given command of the 15th Army Group consisting of Montgomerys Eighth Army and Lieutenant General George S. Pattons US Seventh Army. Landing on the night of July 9/10, Allied forces secured the island after five weeks of fighting. With the fall of Sicily, Eisenhower and Alexander rapidly began planning for the invasion of Italy. Dubbed Operation Avalanche, it saw Pattons US Seventh Army headquarters replaced with Lieutenant General Mark Clarks US Fifth Army. Moving forward in September, Montgomerys forces began landing in Calabria on the 3rd while Clarks troops fought their way ashore at Salerno on the 9th. In Italy Consolidating their position ashore, Allied forces commenced advancing up the Peninsula. Due to the Apennine Mountains, which run the length of Italy, Alexanders forces pushed forward on two fronts with Clark in the east and Montgomery in the west. Allied efforts were slowed by poor weather, rough terrain, and a tenacious German defense. Slowly falling back through the fall, the Germans sought to buy time to complete the Winter Line south of Rome. Though the British succeeded in penetrating the line and capturing Ortona in late December, heavy snows prevented them from pushing east along Route 5 to reach Rome. On Clarks front, the advance bogged down in the Liri Valley near the town of Cassino. In early 1944, Eisenhower departed to oversee planning of the invasion of Normandy. Arriving in Britain, Eisenhower initially requested that Alexander serve as the ground forces commander for the operation as he had been easy to work with during earlier campaigns and had promoted cooperation a mong Allied forces. This assignment was blocked by Field Marshal Sir Alan Brooke, Chief of the Imperial General Staff, who felt that Alexander was unintelligent. He was supported in this opposition by Prime Minister Winston Churchill who thought the Allied cause to be best served by having Alexander continue to direct operations in Italy. Thwarted, Eisenhower gave the post to Montgomery who had turned Eighth Army over to Lieutenant General Oliver Leese in December 1943. Leading the newly re-named Allied Armies in Italy, Alexander continued to seek a way to break the Winter Line. Checked at Cassino, Alexander, at Churchills suggestion, launched an amphibious landing at Anzio on January 22, 1944. This operation was quickly contained by the Germans and the situation along the Winter Line did not change. On February 15, Alexander controversially ordered the bombing of the historic Monte Cassino abbey which some Allied leaders believe was being used as an observation post by the Germans. Finally breaking through at Cassino in mid-May, Allied forces surged forward and pushed Field Marshal Albert Kesselring and the German Tenth Army back to the Hitler Line. Breaking through the Hitler Line days later, Alexander sought to trap the 10th Army by using forces advancing from the Anzio beachhead. Both assaults proved successful and his plan was coming together when Clark shockingly ordered the Anzio forces to turn northwest for Rome. As a result, the German Tenth Army was able to escape north. Though Rome fell on June 4, Alexander was furious that the opportunity to crush the enemy had been lost. As Allied forces landed in Normandy two days later, the Italian front quickly became of secondary importance. Despite this, Alexander continued pushing up the peninsula during the summer of 1944 and breached the Trasimene Line before capturing Florence. Reaching the Gothic Line, Alexander commenced Operation Olive on August 25. Though both Fifth and Eighth Armies were able to break through, their efforts were soon contained by the Germans. Fighting continued during the fall as Churchill hoped for a breakthrough which would allow for a drive towards Vienna with the goal of halting Soviet advances in Eastern Europe. On December 12, Alexander was promoted to field marshal (backdated to June 4) and elevated to Supreme Commander of the Allied Forces Headquarters with responsibility for all operations in the Mediterranean. He was replaced Clark as leader of the Allied Armies in Italy. In the spring of 1945, Alexander directed Clark as Allied forces launched their final offensives in the theater. By the end of April, Axis forces in Italy had been shattered. Left with little choice, they surrendered to Alexander on April 29. Postwar With the end of the conflict, King George VI elevated Alexander to the peerage, as Viscount Alexander of Tunis, in recognition of his wartime contributions. Though considered for the post of Chief of the Imperial General Staff, Alexander received an invitation from Canadian Prime Minister William Lyon Mackenzie King to become Governor-General of Canada. Accepting, he assumed the post on April 12, 1946. Remaining in the position for five years, he proved popular with Canadians who appreciated his military and communication skills. Returning to Britain in 1952, Alexander accepted the post of Minister of Defense under Churchill and was elevated to Earl Alexander of Tunis. Serving for two years, he retired in 1954. Frequently visiting Canada during his retirement, Alexander died on June 16, 1969. Following a funeral at Windsor Castle, he was buried at Ridge, Hertfordshire. Selected Sources History of War: Harold AlexanderWorld War II Database: Harold Alexander

Cause-and-effects Essay Example | Topics and Well Written Essays - 500 words

Cause-and-effects - Essay Example When heated air from these surfaces begin to rise, it becomes absorbed by the clouds, which then condenses and turns into thunderclouds (Abbott 263). As the hot air rises, cooler air fills in the spaces that are left. The Earth, spinning on its axis, causes the air to spiral upwards, which causes the winds to rotate even faster. A hurricane has then been created, bringing with it strong winds that can reach up to two hundred miles per hour. A tornado is caused by a condition known as wind shear, which is when the speed or direction of wind changes with altitude. This can separate the updraft and downdraft of a thunderstorm, and if the wind shear is strong enough, it can cause horizontal vorticity (Abbott 239). Horizontal vorticity can be turned vertical by the updraft of the storm, which causes rotation. This rotation causes a tornado funnel to form, and thus a tornado. Tornadoes can produce winds up to three hundred and eighteen miles per hours, and they can cover group exceeding a mile at a time. These two weather conditions are capable of producing winds that can rip trees from the ground, toss vehicles, and tear homes from their foundations. They are both categorized based on size, wind speed, and level of destruction; while many people and buildings are able to survive Category One hurricanes or F2 tornadoes, the chances drastically decrease during a Category Five hurricane or an F5 tornado.

Lanchester Liners Hospitality Database, SQL Essay

Lanchester Liners Hospitality Database, SQL - Essay Example Lanchester Liners Hospitality Database This report presents a detailed overview of design and Implementation of Hospitality Database for Lanchester Liners for holding information about their ships, the ports visited where hospitality is offered, and any corporate team-building events organised on-board. In addition, the report also offers a detailed discussion on multi-user access to a database including concurrency, locking, security and access control. 1. ... 85,'10/01/1975','Sails') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(1893233,'Amsterdam',61000,'05/09/1977','22.5') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(1029833,'Aurora',76000,'16/07/1980','24') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(1938821,'Black Prince',11209,'25/06/1976','24.5') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(2832911,'Black Watch',28668,'31/12/1981','21') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(9283321,'Dawn Princess',77000,'30/03/1984','21') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3903211,'Galaxy',77713,'21/09/1979','21.5') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(1120322,'Genesis',220000,'11/11/1978','22.3') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3829111,'Horizon',46811,'17/03/1975','21.4') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3822211,'Jewel of the Seas',90090,'20/08/1982 ','25') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values (4833928,'Norwegian Crown',34242,'01/06/1981','22') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3928111,'Norwegian Dawn',92250,'09/02/1978','25') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3920000,'Oceana',77000,'28/07/1982','21') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3029992,'Polynesia',430,'09/05/1972','Sails') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3400049,'Rhapsody',78491,'23/02/1975','22') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(2939222,'Sensation',70367,'31/12/1975','21') INTO SHIP(shipNo, shipName, Tonnage, buildDate, speed) Values(3992019,'Serenata',133500,'07/11/1974','20.5') SELECT * FROM DUAL; Populating

Provide a critique of the research methodology contained in pdf file Essay

Provide a critique of the research methodology contained in pdf file - Essay Example A research methodology, which is to be used for one research study, say, incidence of HIV in underdeveloped countries may not be applicable for yet another study, say, role of governess in children welfare, etc. So there is nothing like the best, or most suitable research methodology. â€Å"A Research on reading comprehension needs to develop alternative methodologies which have a more qualitative orientation.† A lot would definitely depend upon the circumstances of the case study, its theoretical presentations, the research proposal and what exactly is needed to be achieved, through the proposed Research Study. Therefore, a lot would depend upon the availability of data, as is evidenced in the current study of the effects of e-commerce, on the developments of e-commerce in Russia. The growth of e-commerce in Russia has not kept pace with the growth rate experienced in other parts of the world, especially UK, USA and other countries of the European Union. Due to lack of purchasing power by the people (27%), lack of people with needed infra-structure (25%), poor quality of telephone services, (18%), inadequate postal system in the country (16%) and other impeding circumstances, it has not been possible to carry out an extensive research as would have been necessary to fully analyse the impact of ecommerce in Russia in recent years. (Doern 2006, p.315- 327). In the first place, the population sample concentrates of just the two big cities in Russia, St. Petersburg and Moscow, have been taken for research purposes. Therefore it could be said that the study has limited itself to study of samples available in these two cities. It is necessary that in order to assess the impact of ecommerce on the economy of Russia, it is necessary to take an extensive study which encompasses, nearly all the major computer using population of the country. It is seen that, in the first phase, the sample has been drawn from the

Behaviour Management for Motivation

Behaviour Management for Motivation In this assignment, I will be examining the ways that teachers manage the behaviour of their classes in a manner that encourages motivation. I will look at how difficulties in class are dealt with by observing lessons in low attaining sets. By observing lessons in low attaining sets I hope to see a range of different difficulties being dealt with such as the levels of confidence, resilience of the students and what techniques teachers use to engage their pupils which I may not find as easy to observe in the higher attaining sets. As well as this, by limiting myself to observing similarly attaining sets I hope to be able to compare the lesson observations more easily. I will be reviewing existing literature around this topic before observing several lessons to find out whether my findings are congruent with the existing literature or not and attempt to draw conclusions from what I find that might benefit my own practice. In my literature review I will look at the areas of motivation and behaviour management separately before drawing the ideas together with the use of pertinent sources to apply to low attaining sets and the ways in which a teacher might best motivate and encourage their class to learn. Then, using an existing observation form focusing on classroom management I will make notes on both teacher and student actions, dispositions and other classroom events. Behaviour management   Ã‚   Teacher Strategies Methods of managing classroom behaviour has been moving away from punitive in recent years and more towards positive behavioural strategies (Mitchell Bradshaw, 2013). Mitchell and Bradshaw (2013) found that the positive reinforcement from the teacher fostered a constructive and supportive classroom environment for the students which Oxley (2015) adds to when she talks about building relationships between students and staff which she posits is highly important to have in regards to behaviour management with more challenging students. Whilst Department for Education. (2016) advises that it is within the rights of a teacher to impose sanctions on students for misbehaving in school, Oxley (2015) suggests that the most effective strategies are those that include the student in decisions made about behaviour management as opposed to a decision imposed purely by the teacher on the student. Oxley (2015) believes that subsequent punishments may in fact cause more problems than they solve leading to a never-ending cycle of misbehaving and punishment. Oxley (2015) argues that sanctions are a form of extrinsic motivation to change student behaviour yet it is intrinsic motivation which is far more likely to lead to long term benefit which is a point that Murayama, Pekrun Lichtenfield (2013) also agree with, going on to saying that while extrinsic motivation, which could be sanctions or rewards for the students, may have an initial impact but it is intrinsic motivation that leads to long term benefit. Along a similar vein, R eeve et al. (2004) found that extrinsic incentives may essentially circumvent students inner motives, potentially acting detrimentally to existing intrinsic motivation, when coupled with pressuring language. Setting Hallum and Ireson (2007) found in their study of teachers opinions that there was strong agreement with the idea that setting groups made behaviour management easier. Furthermore, when compared with another strong agreement with the opinion that a different approach is necessary when teaching the less able pupils compared to the more able. Some potential reasons for this could be that the level that these lessons are being pitched at is suitable to more students in turn keeping them engaged. According to Reeve et al. (2004) engagement is a predictor of achievement which also matches with the results of a study run on 15-year-old students using eye tracking software (Sajka Rosiek, 2015). An argument that they put forward was that part of the reason that the lower attaining students scored lower was due to them not being engaged with the work, based on their eye positions and movements throughout. All together this implies that there could be difficulty with engaging the whole class of students in a mixed ability group which, as stated by Hallum and Ireson (2007), heavily relies on teacher skill in order to be a successful lesson. It is also worth being aware that in the study run by Hallum and Ireson (2007) it was teacher responses that were tallied and as such is entirely self-reported opinion based which means that it may not be the most reliable source or appropriate to use beyond inferring teacher opinions. Lower attaining groups Some teachers report that behaviour for engagement can be more of an issue in low attaining groups (Hallam Ireson, 2005). By looking at the findings of Reeve et al. (2004) which states that student engagement is directly relatable to consequent achievement. Seifert (2004) discusses the self-worth theory of achievement which states that some students may be attempting to protect their own self-worth and suggests that some students may be failure avoidant which can inhibit the willingness to attempt work and can result in negative statements about themselves as well as less sophisticated strategy usage (Dweck, 1986). The statistical analysis performed by Sund (2009) on a group of more than 80000 Swedish high school students found that lower attaining students performed better when placed with higher achieving students whereas the higher achieving students were observed to have had no significant difference. Motivation in the classroom Murayama et al. (2013) defines motivation as a process which instigates and sustains a goal directed activity. Murayama et al. (2013) goes on to conclude that motivation is key when looking at pupils academic growth. Intrinsic and extrinsic motivation Reeve et al. (2004) performed a study where teachers were encouraged to try to support student independence in learning as a method to building motivation. Extrinsic motivation was to be minimised and instead the students were encouraged to seek out the answer more independently relying on more intrinsic motivation which led to more engagement by the students. Seifert (2004) believes that students who are efficacious such as they were being encouraged to be in the study by Reeve et al. (2004) are more likely to have positive attributes such as being strategic, self-regulating as well as being more metacognitive which he argues may increase confidence in their own work. Additionally, Seifert (2004) when referencing Dweck (1986) mentions that some students who are not displaying self-efficacy may display failure avoidance which can act to sap motivation to try and is indicative of low levels of resilience. The effect of confidence on motivation Dweck (1986) found that the level of student expectation of good future results and attainment were not always correlated. This means that just because a student is confident it does not mean that they will necessarily achieve higher results in fact when directly comparing high and low confidence students Dweck found that the lower confidence students performed better than the high confidence ones. In opposition to this, Sheldrake, Mujtaba and Reiss (2015) posit that overconfidence may still be a positive trait as this may indicate a greater level of resilience in students. Sheldrake et al. (2015) go on to explain that in their findings the level of student confidence was significantly associated with student GCSE maths grades as well as how likely they were to take Mathematics at A level. In a test on motivation using eye tracking equipment, Sajka and Rosiek (2015) found that those who underperformed versus those classed as gifted (Sajka Rosiek, 2015) spent significantly less time looking at the questions which they took as meaning that the underperforming students were less motivated which could mean that some may have been less confident and were acting in a failure avoidance fashion. Observed motivation across subsections Several obvious factors exist that can affect levels of motivation from one group to another. Oyserman (2013) informs us that in their studies they found that for some students from lower income backgrounds education can be affected by identity based motivation. Oyserman (2013) goes on to explain this as students from low income backgrounds can stereotype their own academic ability based on the achievements of others in their peer groups which may lead to a situation where succeeding at school is not congruent with the self-identities that they are forming as they go through adolescence, looking at their future adult selves (Oyserman, 2013). Elmore and Oyserman (2012) discusses when activities feel identity congruent. They argue that when an activity feels identity congruent to a student then any difficulties engaging in the task lead to said task appearing more important making any effort invested valuable, the task is not pointless or impossible. This was demonstrated in studies ru n by Destin and Oyserman (2010) on secondary students, of whom all participants were aged between 11 and 13, when they found that students with aspirations for future careers that were education dependent as opposed to education independent put more effort into their schoolwork which overall resulted in better results for them. In a different study that aimed to affect the identity based motivation of a group of 12-13-year-old girls and boys Elmore and Oyserman (2012) showed boys and girls graphs showing graduation success for either their own gender or no gender identified at all. This study resulted in the students expressing more academic goals which Elmore and Oyserman (2012) postulate is down to a more school focused self-identity which, if correct and representative, shows the malleability of pupils self-identity at this age. This showed the students displaying some identity congruence (Elmore Oyserman, 2012). Despite this the study conducted by Sheldrake et al. (2015) showed that in general girls had less confidence than their male counterparts which was not displayed in results at GCSE or A Level. Conclusions I believe that the main point to take from this literature review is that the link between behaviour management and motivation is all about engagement. That through positive reinforcement for decent behaviour, developing positive relationships with the students in the class and encouraging student autonomy in lessons to encourage intrinsic motivation as methods of behaviour management the teacher is well on their way to establishing engagement and motivation from their class. Moreover, having a motivated and engaged class leads to better results in the long run. As well as this, low levels of motivation and engagement can lead to behaviour issues. Identity based motivation can be very detrimental to students in lower attaining sets and perhaps is the reason why, when placed with higher attaining students, the lower attaining performs better. The presence of higher attaining students in that set and thus presence in that peer group may alter the lower attaining students self-view. Alternatively, it could also be very beneficial when looking to progress students and help them to become more aspirational. When students do not see a good reason to do the work then it can seem pointless which can demotivate them which is why it is so important to frame work in a way that lets them see that time spent attempting the work is time is productive and beneficial to them and will be so for them again later in life. While extrinsic motivation does have a place in the classroom it is most effective when used positively, for instance in praise and to boost student confidence. When it comes to confidence it seems that higher confidence is a positive trait as it can imply greater resilience in students but at the same time does not always indicate that a student is attaining higher. Introduction The observations that I will be assessing and comparing to the literature review took place in a Hampshire 11-16 mixed comprehensive school. It has a lower than National average number of pupil premium students but a higher than average number of students from service families, owing to the adjacency of an RAF airbase. The number of maths grades A*-C was 86% (The Robert Mays School, 2015) which is significantly higher than the National average of 63% (The Guardian, 2015). All mathematics classes in this school are setted from the time they arrive. In this section I will attempt to synthesise and assess these observations along with the findings of the literature review with the aim of improving my practice. Observation One was taken by Teacher A for Class A; Observation Two was taken by Teacher B for Class B and Observation 3 was taken by Teacher C for Class C. Assessment The presence of a behaviour policy such that is recommended by the government (Department for Education, 2016) was evident across these observations in details such as classroom organisation in the availability of equipment should students be unprepared as well as the use of both praise and sanctions in all lessons observed. Since all of the classes that I observed were setted the benefit found by Sund (2009) of having a mix of higher attaining students in the class along with lower attaining students to increase performance of the lower attaining was not possible to observe. However, the teachers may have profited from finding these classes easier to teach as opposed to mixed ability groups (Hallum Ireson, 2005) potentially allowing them to put more time during lessons into teaching and engaging more students on an individual basis. Hallum and Ireson (2005) also found that in mixed classes a lot of time had to be spent in advance in preparing more differentiated resources meaning that time was potentially being saved both in and out of the classroom. Alternatively, as Hallum and Ireson (2005) took in teacher opinions this may be subject to some level of inaccuracy. Additionally, while identity based motivation (Destin Oyserman, 2010) could be beneficial in assessing these classes and would certainly have an impact on motivation in these lessons, without having taken this information before the lessons I observed and using it to inform my observation, it has limited value. It could be argued that a broad overview of the class demographics could be made based on the pupil premium information for the school (The Robert Mays School, 2015) but this may not have been representative of the individual classes that I observed. In Observation 3 there was a student who volunteered an answer in front of the class. Whereupon he got the answer wrong he began behaving in a negative manner eventually receiving sanctions for his now disruptive behaviour. I think that it is possible that in getting the answer wrong the students confidence dropped, demotivating the student leading him to become disengaged with the lesson. When compared with what Sheldrake et al. (2015) says about how a high level of confidence can be indicative of greater resilience, I posit that in this case the opposite was in effect here and it was this students low level of resilience that led to his disengagement and ultimately his behaviour. A point might be made here that the students intrinsic motivation to find the answer had diminished leading to disengagement. The student became continuously more and more disruptive to the lesson whereupon the teacher began to apply extrinsic motivation in the form of sanctions. This concurs with what was posited by Oxley (2015) in that students can end up in negative cycles of punishments and further behaviour issues as well as what Murayama et al. (2013) says about how extrinsic motivation can be short lived which again was what was observed in the lesson. The use of sanctions in this case did not result in the student re-engaging for any length of time before becoming disruptive again. Although, it could have been that the student was being influenced by other stimuli that I was not aware of. What Reeve et al. (2004) states about how engagement leads to more positive behaviour can be seen by comparing Observations 1 and 2 to Observation 3 where the two former lessons had greater engagement throughout resulting in the better behaviour of these classes. One way in which they were different to the third observed lesson was in the questioning. Both teachers A and B would engage with students through questioning more, expecting longer answers and staying with the students when they were incorrect whereas Teacher C would move on to another student when an incorrect answer was given which I have previously postulated was linked to the disengagement of that student. In viewing each class only once, judging the level of intrinsic motivation in the students was difficult to quantify. But, from the questioning displayed by teachers A and B in their lessons it seems that the phrasing they used was encouraging students to think about the problems and the solutions as opposed to being told how to find it. The engagement of classes A and B was certainly higher than in Class C which I believe is partly down to the transitions. Class C had a more continuous task through the whole lesson allowing a more leisurely pace whereas in Class B the teacher had very quick transitions keeping momentum and maintaining engagement. This higher pace of work could have been keeping students engaged by giving them a feeling of progression through the lesson which Sheldrake et al. (2015) says can be the case but adds that it requires teachers to know the current attainment of their classes well. That being said Sheldrake et al. (2015) also sees benefit in a slower pace of lesson like the lesson taken by Teacher C stating that it is more of a mastery approach. Oxley (2015) relates that choice and autonomy are key in building motivation which I believe I observed in Observation 3 when the teacher made the class aware that there was another sheet available. This availability of new work sparked the class into either going up to get more work or going back to the sheet they were already working on. I suggest that a potential explanation for this is that the students were given autonomy over whether to continue on what they were doing or collect the new sheet resulting in them feeling more motivated to continue with the task. The research suggests that knowing the reason why they are learning something, understanding how it might be a useful skill to have in their future lives is of benefit to many students (Elmore Oyserman, 2012). This is seen in interactions between Teacher C when a disengaged student who was challenged on not working asked the teacher when they would ever use this in the future to which the teacher responded with a real-world example. This appeared to resonate with the student re-engaging them. I believe that after this was said the topic gained value in the students eyes and as such would be intrinsic motivation guiding this student rather than extrinsic. Yet, it is possible that the student simply saw that the teacher was not backing down to the challenging and so simply opted to continue working to remove himself from the conversation. If this were the case then it would have been extrinsic motivation which Murayama et al. (2013) describes as being the more fickle of the two. I observed very little self-efficacy being displayed by the students in these observed lessons which may or may not be indicative of the types of lessons that lower attaining sets generally receive. However, further study would be required to find out whether this was representative in any way. While intrinsic motivation did seem to be more influential over student motivation it was, at times, difficult to differentiate between whether it was intrinsic or extrinsic motivation that was motivating a students actions. A different form of study would likely be necessary in order to observe this. From this assignment, there are several implications that I will take into my own practice. When planning lessons in the future I will strive to allow students more freedom in lessons encouraging their autonomy. By doing this, I hope to increase their engagement in lessons and the learning process as I am now far more aware of the effect low engagement can have on the outcome of a lesson. As well as this I now have a greater appreciation for how my students need to understand why they are learning something and not see the learning process as pointless. I had previously been unaware of how influential identity based motivation could be on students and can see previous lessons I have taken where some students had stopped seeing learning in that lesson as congruent with what they will need to know. When it comes to behaviour management I have come to reconsider some of my views. I can see that when a student misbehaves they need to be corrected on that behaviour to progress from it. That it is very easy for the student to enter into a cycle of punishment and reaction that simply will not benefit them and instead need help to correct the behaviour. References   Department for Education. (2016). Behaviour and discipline in schools: Advice for headteachers and school staff. Retrieved 25 November, 2016, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf Destin, M., Oyserman, D. (2010). Incentivizing education: Seeing schoolwork as an[JH1] investment, not a chore. Journal of Experimental Social Psychology, 46(5), 846-849. Dweck, C S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048. Elmore, K C., Oyserman, D. (2012). If we can succeed, I can too: Identity-based motivation and gender in the classroom. Contemporary Educational Psychology, 37(3), 176-185. Hallam, S., Ireson, J. (2005). Secondary school teachers pedagogic practices when teaching mixed and structured ability classes. Research Papers in Education, 20(1), 3-24. Mitchell, M., Bradshaw, C. (2009). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610. Murayama, K., Pekrun, R., Lichtenfield, S. (2013). Predicting long-term growth in students mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. Niemi, R., Kumpulainen, K., Lipponen, L., Hilppà ¶, J. (2015). Pupils perspectives on the lived pedagogy of the classroom. Education 313, 43(6), 681-697. Oxley, L. (2015). Do schools need lessons in motivation?. The Psychologist, 28(19), 722-723. Oyserman, D. (2013). Not just any path: Implications of identity-based motivation for disparities in school outcomes. Economics of Education Review, 33(4), 179-190. Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J. (2004). Enhancing students engagement by increasing teachers autonomy support. Motivation and Emotion, 28(2), 147-170. Sajka, M., Rosiek, R. (2015, March). Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Solving a problem by different students with different mathematical abilities: A comparative study using eye-tracking, Prague, Czech Republic. Retrieved from https://hal.archives-ouvertes.fr/hal-01288030/document Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. Sheldrake, R., Mujtaba, T., Reiss, M. (2015). Students intentions to study non-compulsory mathematics: the importance of how good you think you are. British Educational Research Journal, 41(3), 462-488. Sund, K. (2009). Estimating peer effects in Swedish high school using school, teacher, and student fixed effects. Economics of Education Review, 28(3), 329-336. The Guardian. (2015). The Guardian. Retrieved 12 December, 2016, from https://www.theguardian.com/education/2015/aug/20/gcses-results-2015-english-pass-rate-rises-jump-a-c-grades The Robert Mays School. (2015). Pupil premium report September 2015. Retrieved December 12, 2016, from The Robert Mays School, http://www.rmays.org/wp- content/uploads/2015/10/PupilPremiumReport2015.pdf Observation 1 Y8Set 4Period 6/616/11/16Class ATeacher A What happens when Your comment(s) Pupils enter the classroom? What are the established procedures? Teacher greeting by the door. Students sit and take their book out and attempt starter on the board. A lesson begins? How does the teacher establish attention? Calling to attention not raising voice. Several keep talking but are individually called to attention by teacher still not raising voice. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Leading discussion from the front. Asking students to explain why on their answers. Some struggling to put thoughts into full sentences. The teacher gives out instructions? Asks I need you to.. when giving instructions. Pupils carry out a task how does the teacher ensure that they remain on task? By asking questions to students every few minutes ensuring they stay on task. The teacher provides an important explanation how do they ensure that pupils have listened and understood? A lot of AfL with whiteboards. The teacher manage the transitions between different parts of the lessons? Quickly throwing a new question to the class before asking someone to answer it. Pupils are asked to work in small groups/pairs? How does the teacher ensure they talk about the work? Working in silence as were disruptive earlier. When a pupil doesnt stay on task? Asks student please first time. Speaks to student and explains what they should be doing in work and behaviour. Pupils are asked to write things down when some do not have a pen/book/paper? Get equipment from neighbour. A pupil behaves inappropriately? Class warning. Individual students names on board. There is an interruption from someone at the door? Student being moved into this class (x2). Teacher waits for quiet after some laughter. A pupil doesnt understand? Scaffolding, leading questions. A pupil makes a mistake/answers a question incorrectly? Talks through it with student until they get it and asked why to ensure understanding. The lesson ends? How does the teacher ensure an orderly dismissal? Tidying away before the bell with students collecting MWB and pens.Not leaving until silence (adapted from Richard Johnstone: Communicative Interaction : A Guide for Teachers, CILT, 1989) Note down examples of: Teacher using verbal praise and encouragement (note down the actual words) Good Teacher using positive body language (smiling, leaning forward etc) Smiling at correct answers when shown on MWB during AfL. Teacher using tone/volume of voice Level tone throughout. Quiet voice when talking one on one. Teacher moving round the classroom or standing still. When do they do this, what are they doing whilst doing this, is there any purpose to the movement? Students started arguing loudly across centre table when teacher left room to deal with student from another class. When they came back in they walked into the middle of the argument and went from one to the other calmly asking each to be quiet which was successful. One claimed not to have done anything, teacher said I havent accused you of anything, Im asking you to be quiet now. Teacher giving out tangible rewards e.g. merit points or equivalent Names in board (positive as well as negative). Far more positive. Teacher writing positive and encouraging comments in pupils exercise books Observation 2 Y10Set 3Period 5/617/11/16 Class BTeacher B What happens when à ¢Ã¢â€š ¬Ã‚ ¦ Your comment(s) Pupils enter the classroom? What are the established procedures? Greet at door. Individually told to copy down the starter. A lesson begins? How does the teacher establish attention? Stood and waited. Class was expecting it so a class routine. The teacher leads a discussion from the front? How does he/she ensure attention and participation? Asking questions expecting an answer and engagement in the lesson. Sometimes students wrong, given choice to move on or try again. The teacher gives out instructions? Starter and examples. All tasks on board as well as said out loud. Pupils carry out a task how does the teacher ensure that they remain on task? Circulating. The teacher provides an important explanation how do they ensure that pupil shave listened and understood? Asks if students need the help then goes through on whiteboard. Leaves worked answer there. The teacher manage the transitions between different parts of the lessons?

Violin Essay examples -- Literature Music Composers Essays

Violin Music and art, the feelings that go through a person while the music of Mozart and Beethoven are playing, are indescribable. Listening to music can take a person away to a different era. Music like Mozart or Beethoven can really take a person's imagination soaring in a whole new perspective. Composers throughout the novel, Violin were Beethoven, Mozart, and Tchaikovsky. Violin was a truly fabulous name for this story. It contains many fantastic elements as well as realistic elements; however, it should not be confused with magical realism. Violin copy written in 1997 by Anne Rice. She has written several novels that were imaginary and fantastic. The novels that Anne Rice has written have that kind of effect on a person while reading her novels. During the story, the unreal elements of the story started with the fact that she kept her husband with her after he had been passed away for several days. The unreal elements of this situation is that anybody in her right mind wouldn't keep a dead body in the house with her and not tell anybody that he was dead. In a matter of time, the body would start to smell and start to rot. One of the unreal elements that are in the story was the man standing outside playing the violin. The man would stand in the light of the lamppost in the alley and play the violin. Watching the man playing the violin through the window made the main character think that she was dreaming. Listening to the music during the course of this type of emotional state that she was in made her stay calm and find herself in a type of dreamland. The music would take her somewhere else besides reality. Music can take a person elsewhere, in the future, in the past, and in la la land. Even though music can b... ...gical realism is in the fact that the woman didn't want to give up her husband and face reality. She kept him as long as she could to her self until she had to give him up. Grief happens this way in the real world. The family members do not want to give up the family member who has passed away. The magic was in the story; fantastic was also here in the story. Also, the music by Mozart and Beethoven can really take a person's imagination soaring in a whole new perspective. The Violin has suspense and excitement' the anticipation of the happenings during the story was uneventful. Works Cited Rice, Anne, Violin. N.Y.: Alfred A. Knopf, 1997. Robkin, Eric S. The Fantastic in Literature. Princeton, N.J. : Princeton UP, 1978. Todorov, Tzvetan. The Fantastic: A Structural Approach to a Literary Form. Cleveland: The Press of Case Western Reserve University, 1973.

Describe ”people” of the 7P’s in a report using your chosen company Essay

Introduction: For this assignment I am going to explain one of the 7P’s. In this case I am going to describe people for my chosen company, DELL. A board of directors of nine people runs the company. Michael Dell, the founder of the company, serves as chairman of the board and chief executive officer. Other board members include Don Carty, William Gray, Judy Lewent, Klaus Luft, Alex Mandl, Michael A. Miles, and Sam Nunn. Shareholders elect the nine board members at meetings, and those board members who do not get a majority of votes must submit a resignation to the board, which will subsequently choose whether or not to accept the resignation. The board of directors usually sets up five committees having oversight over specific matters. These committees include the Audit Committee, which handles accounting issues, including auditing and reporting; the Compensation Committee, which approves compensation for the CEO and other employees of the company; the Finance Committee, which handles financial matters such as proposed mergers and acquisitions; the Governance and Nominating Committee, which handles various corporate matters (including nomination of the board); and the Antitrust Compliance Committee, which attempts to prevent company practices from violating antitrust laws. The corporate structure and management of Dell extends beyond the board of directors. The Dell Global Executive Management Committee sets strategic directions. Dell has regional senior vice-presidents for countries other than the United States, including David Marmonti for EMEA and Stephen J. Felice for Asia/Japan. As of 2007[update], other officers included Martin Garvin (senior vice president for worldwide procurement) and Susan E. Sheskey (vice president and Chief Information Officer). Conclusion: DELL has got a huge inside organisation with a lot of employees and managers. Read Also:Â  What is a Descriptive Essay

Free Essays on The Real Macbeth

Macbeth is one of the most well known plays Shakespeare wrote, but there is another Macbeth that many do not know about. Macbeth was a Scottish king whom the play was based on. There are many differences between Shakespeare’s play and the historical figure. Modern sources suggest the picture Shakespeare paints of Scotland in 1044 is based on rumors and few source documents. The most comprehensive and historical model may be Dorothy Dunnet’s epic novel King Hereafter. Shakespeare took the skeletal outline of Macbeth from Holinshed’s Chronicles, as he got much inspiration from. Although, Holinshed’s story maybe more factual both have fictional elements. Shakespeare wrote the play as a tribute to King James, who was the owner of Shakespeare’s play company. Macbeth was a king of Scotland from 1040 to 1057. He did come to throne after the assignation of King Duncan. Macbeth may have murdered his predecessor but the crime was not unusual at the time. Duncan was not a mature strong king unjustly of being slain but instead a weak willed man unequal to the task of governing his realm. After â€Å"seizing† the throne Macbeth used his power effectively and became a competent king. He seized the throne in the play as well but focused on keeping his reign rather then the welfare of the duties of being a king. The real Macbeth did not kill the king in his own home, which is one of the reasons the play is so tragic. It is said Duncan had set out to subdue the independent chiefs of North, and while engaged was killed by Macbeth or on his orders. Macbeth’s wife in the play was referred to as Lady Macbeth. In reality her name was Gruoch. She did influence Macbeth to have the king killed. She was the daughter of a man named Biote, who was the song of King Kenneth III, whom was murdered by Malcolm II in order to become king. Although Scottish kings were elected, killing the king made the position open to candidates. The historical Lady Ma... Free Essays on The Real Macbeth Free Essays on The Real Macbeth Macbeth is one of the most well known plays Shakespeare wrote, but there is another Macbeth that many do not know about. Macbeth was a Scottish king whom the play was based on. There are many differences between Shakespeare’s play and the historical figure. Modern sources suggest the picture Shakespeare paints of Scotland in 1044 is based on rumors and few source documents. The most comprehensive and historical model may be Dorothy Dunnet’s epic novel King Hereafter. Shakespeare took the skeletal outline of Macbeth from Holinshed’s Chronicles, as he got much inspiration from. Although, Holinshed’s story maybe more factual both have fictional elements. Shakespeare wrote the play as a tribute to King James, who was the owner of Shakespeare’s play company. Macbeth was a king of Scotland from 1040 to 1057. He did come to throne after the assignation of King Duncan. Macbeth may have murdered his predecessor but the crime was not unusual at the time. Duncan was not a mature strong king unjustly of being slain but instead a weak willed man unequal to the task of governing his realm. After â€Å"seizing† the throne Macbeth used his power effectively and became a competent king. He seized the throne in the play as well but focused on keeping his reign rather then the welfare of the duties of being a king. The real Macbeth did not kill the king in his own home, which is one of the reasons the play is so tragic. It is said Duncan had set out to subdue the independent chiefs of North, and while engaged was killed by Macbeth or on his orders. Macbeth’s wife in the play was referred to as Lady Macbeth. In reality her name was Gruoch. She did influence Macbeth to have the king killed. She was the daughter of a man named Biote, who was the song of King Kenneth III, whom was murdered by Malcolm II in order to become king. Although Scottish kings were elected, killing the king made the position open to candidates. The historical Lady Ma...

Birmingham Essays - Birmingham, Ladywood, Edgbaston, Smethwick

Birmingham Essays - Birmingham, Ladywood, Edgbaston, Smethwick Birmingham is a city and metropolitan borough in the West Midlands of England. It is the most populous British city outside London. Birmingham is home to five universities: the University of Birmingham, Aston University, Birmingham City University, University College Birmingham and Newman University Birmingham is an important centre for religious education. Birmingham Metropolitan College is one of the largest further education colleges in the country,[213] with fourteen campuses spread across Birmingham. Birmingham has 571 parks. One of Birmingham's most popular parks is Cannon Hill Park consisting of formal, conservation, woodland and sports areas. Recreational activities at the park include boating, fishing, tennis, putting and picnic areas. The largest of the parks is Sutton Park making it the largest urban nature reserve in Europe. Birmingham Botanical Gardens are a Victorian creation, with a conservatory and bandstand, close to the city centre. The Winterbourne Botanic Garden, maintained by the University of Birmingham, is also located close to the city centre. The city centre includes of numerous public squares among them are Centenary Square, Chamberlain Square and Victoria Square. The historic Old Square is located on Corporation Street. Rotunda Square and St Martin's Square are two of the newest squares in Birmingham. The Library of Birmingham is the new home for the largest municipal library in Europe. The former Birmingham Central Library, opened in 1972, was considered to be the largest municipal library in Europe. Healthcare The Queen Elizabeth Hospital in Edgbaston houses the largest critical care unit in Europe. There are several major National Health Service hospitals in Birmingham. The Queen Elizabeth Hospital, adjacent to the Birmingham Medical School in Edgbaston, houses the largest critical care unit in Europe,and is also the home of the Royal Centre for Defence Medicine, treating military personnel injured in conflict zones. Museums and galleries Birmingham has two major public art collections Birmingham Museum & Art Gallery. The council also owns other museums in the city such as Aston Hall, Blakesley Hall, the Museum of the Jewellery Quarter, Soho House and Sarehole Mill. The Birmingham Back to Backs are the last surviving court of back-to-back houses in the city. Cadbury World is a museum showing visitors the stages and steps of chocolate production and the history of chocolate and the company. Thinktank is Birmingham's main science museum, with a giant screen cinema, a planetarium and a collection that includes the Smethwick Engine, the world's oldest working steam engine.

Ecology of the Box Jelly fish (can change it if writer desires ) Essay

Ecology of the Box Jelly fish (can change it if writer desires ) - Essay Example And as the temperature in our waters heats-up, it harms and kills the algae which serve as food to other living organism in the ocean. When that happens, it inadvertently destroys the ecosystem and balance in the ocean (252-253). There have been several causes of global warming. The most obvious is the carbon dioxide emission from our use of fossil fuels like gas, oil and coal has been the primary culprit of global warming as it traps heat to remain in our atmosphere that makes it warmer. Much of carbon dioxide emission comes from our energy use ranging from the electricity that lights our houses to the to the carbon emission of our cars and industrial plants. Another is population explosion as people now have higher life expectancy resulting to an increased in population that burdens the planet as too many people emits carbon dioxide that is beyond her regenerative capacity. Everybody agrees that the environment has to be protected and that the continuous warming of our atmosphere w ill have a serious consequence on the environment; weather pattern changes, agricultural yields become unpredictable and disrupt the ecosystem of our waters. Yet, this has to be balanced with the energy needs of both developed and developing countries. For any serious effort to reduce greenhouse emission requires the cooperation and commitment of everybody to make it workable. Sustaining the climatic conditions which are necessary to sustain life on the planet and the mitigation of the global warming caused by greenhouse gases build-up in the Earth’s atmosphere and oceans must be done to enable the survivability of all forms of life and its environment. Thus, Massawe conducted a research to formulate a theoretical basis for the â€Å"development of empirical model of global warming fit on the main global determinants of human activities caused greenhouse gases build-up in the atmosphere to enable the identification of global regulations which could be administered to control global warming and the resultant climate change† (254). It was aimed that with such global warming control, it would be able to mitigate climate change that would achieve â€Å"greenhouse gases emission and build-up in the Earth’s atmosphere and oceans based on the generation and deployment of global solutions† (254). Massawe identified the determinants of global warming as the population estimate, birth rate, death rate, hydropower consumption, geothermal power consumption, nuclear power consumption, solar power consumption, wind power consumption, bio-fuel consumption, coal consumption, oil consumption, gas consumption, defense spending, GDP, greenhouse gases emission estimate and forest coverage estimate. He concluded that the solution to the mitigation of global warming is possible by replacing the determinants in individual countries with the global determinants. In effect, the research suggested that global warming and climate change cannot be solved by in dividual countries and that it can only be addressed by international cooperation with all countries, both developed and developing are in cooperation to address the determinants of global warming. How the article increased my knowledge or changed my point of view on the topic. The study was an eye opener for me and in a way, enhanced my understanding about ecology

Smart grid Research Paper Example | Topics and Well Written Essays - 1500 words

Smart grid - Research Paper Example Basically the smart grid is a set of technology that people are utilizing to get efficient electricity delivery systems into the current era of technology, by making use of information technology supported remote control and automation. Additionally, collaborative communication mode is used to make possible the computer processing that has been employed for decades in a number of other sectors. At the present, these technologies are being used on electricity networks, from wind farms all the way to the consumers of electricity in homes, the power plants and businesses. In fact, they present a wide variety of advantages and opportunities for services and end users and the majority of them are observed in huge improvements in energy effectiveness on the electricity network and in the energy users’ offices and homes. In this scenario, the term â€Å"grid† refers to the electricity networks that are used to transport electricity from the power plants where it is actually pr oduced for the end-users. Additionally, the grid encompasses a number of components such as substations, wires, switches, transformers, and much more. In short, the "smart grid" refers to an up-to-the-minute electrical power system that is demonstrated by the augmented consumption of information and communications technology in the current era, distribution and utilization of electrical energy (U.S. Department of Energy, 2012; IEEE, 2012). Many researchers and scientists believe that it is an incredible and a high-wire act. However, there is need ensuring almost perfect balance between electric supply and electric demand in order to offer proper functionality. In addition, there are many people who work in these centers all around the United States and they are there 24 hours, seven days a week in an attempt to confirm that takes place, as well as their responsibility is to work on a minute-by-minute basis. In this scenario, the smart grids are very helpful in maintaining that balan ce (Koerth-Baker, 2012). (U.S. Department of Energy, 2012) define smart grids by comparing it with a â€Å"smart† phone as they are known as a phone having a computer in it, in the same way smart grid is the process of â€Å"computerizing† or automating the electric utility grid. Basically, it can be accomplished by incorporating mutual digital communication technology to devices linked with the grid. In this scenario, each device that is the part of the grid can be assigned sensors to collect data (such as voltage sensors, power meters, fault detectors, etc.), and the incorporation of mutual digital communication between the devices connected to the grid and the service center’s network operations. In addition, the most important function of the smart grid is to provide the automation technology that allows the service center regulate and manage each and every device that is the part of the network or even millions of devices from a central position (U.S. Depar tment of Energy, 2012). According to (LaMonica, 2009) to a greater extend smart grid works similar to the Internet and the throughway road system. For this reason, they are believed to be huge investments in communications. In addition, it is not only a function in fact it is an objective to provide the electricity system a digital revolution in an attempt to make it more well-organized and consistent. Moreover, many governments and utilities all the way through the globe are spending billions of dollars to put down new communication sources and lines and ensure the electricity network function similar the computer networks we normally use in our daily life. Furthermore, huge technology vendors and thousands of new organizations are struggling for distinction and reputation in the smart grid (LaMonica, 2009). Security