Reflexivity Essay -- Renato Resaldo Ethnographer Anthropology Essays

Reflexivity When an ethnographer examines a group of people, she is influenced by her position and understanding of her own culture. Before an ethnographer even begins her research, her opinion is effecting the process of selecting a topic. For instance, Anthropology’s most commonly known researcher Bronslow Malinowsky wrote the Argonauts of the Western Pacific. He did not choose to study a culture similar to his own because of the interest he had in the ‘exotic’. His preferences told him to pick a more remote group of people, the Trobriand Islanders. There has been a history of choosing the opposite of the Anthropologists own culture. Reflexivity is the use of one’s experiences to examine a culture. It is my argument that this reflexivity is necessary in the process of writing Ethnographies. In Renato Resaldo’s introduction chapter to Culture And Truth: The Remaking of Social Analysis, Resaldo comes to grips with his misinterpretation of the â€Å"Grief and a Headhunter’s rage (Resaldo: p.1).† Whist studying the Ilongots of the Philippines, Resaldo examined the use of headhunting as an outlet for rage. However, his true understanding did not come until he had experienced the grief [and subsequent rage] of losing his wife. His use of his wife’s death to understand the Ilongot’s bereavement was imperative to his comprehension of an aspect of their culture. Without the admittance of his misunderstanding, the culture would be misrepresented forever[1]. Anthropologists and Ethnographers have a responsibility to themselves to be truthful, but more importantly they have a responsibility to the cultures they study. By including the tragic death of his wife, Resaldo is able to understand what the ritual of headhunting me... ...t’s photograph. Fortunately, his ability to gather information and organize it [through hours of dictation from his tape recorder] was successful in giving the reader a comprehensive [slightly glamorized] result. Reflexivity, as with any tool, can be overused. The writer must realize that the ethnography is the result of studying a culture and the recording of their culture is the most important aspect of the writing. When a personal experience can bring a better understanding to the reader then it should be used. The establishment of authority is necessary so that the reader can relate to the ethnographer, however too much emphasis on that aspect can give discredit the ethnography. [1] Resaldo had misunderstood the Ilongot’s ritual of headhunting for many years and his new introduction to his book addresses the revelation that came after his wife’s death.

Free Essays - Ode to a Nightingale :: Ode Nightingale Essays

Ode to a Nightingale One must be armed with a little knowledge of Greek mythology before taking on Keats; Hyperion, for example, is filled with allusions to Milton's Paradise Lost. After reading and re-reading Ode on a Grecian Urn I decided that it would be best to only comment on Ode to a Nightingale (because I'm baffled with Keats). I found him very hard to understand. You can't just sit down and read Keats like a Grimm's fairy tale. Keats must be read with great scrutiny; otherwise, you'll miss his point. I only pray that my readings and poor mind will give some sort of justice to Keats's monumental work: "Ode to a Nightingale." The poem begins with Keats's, with his complaint about humanity. He is filled with "heartaches and a drowsy numbness pains" and a feeling of forgetfulness as if "hemlock I had drunk." Life has brought him to a state of forgetfulness and is bewildered to find a "light-winged Dryad [Nightingale] of the trees" that is "being too happy in thine happiness" and singing "of summer in full throated ease." Keats would love to join the song of the Nightingale but has no way except through death, but even death is painful. Keats doesn't want any more pain that life has to offer so he talks about a "vintage [wine] that hath been Cool'd a long age. . . With beaded bubbles winking at the brim" and he hopes that he "might drink, and leave the world unseen, And with thee fade away into the forest dim." With the wine Keats hopes to "Fade far away. . . [from] The weariness, the fever, and the fret" of life. Man's drink is his only escape from this life but then he writes that he doesn't want to j oin nature and "fly to" the Nightingale "charioted by" wine but of poetic imagination. Because too much wine would bring pain in the morning and would only stop pain for a while. Once the drug has run its final course he would be in more pain then before. If only this world could fade away so that he could join the world of nature where he could be "too happy in thine happiness." He wants to leave this world: "That I might drink, and leave the world unseen," he wants to "Fade far away, dissolve, and quite forget" everything.

Biodiesel Business Financial Plan

l pabiodiesel financial plan Start-up Expenses| Â  | Land to buy| Â  | Office to buy| Â  | Renovation expenses| Â  | Design works| $10 000 | Assembly operations| $200 000 | Placing into operation| $53 000 | Oil processing equipment (incl. storage and loading)| $100 000 | Seed storage equipment (incl. installation)| $350 000 | Glycerol purification equipment (including installation)| $0 000 | Tanks| $100 000 | Biodiesel production equipment (incl. delivery and installation )| $250 000 | Utility network| $000 |Advertising/Promotion| $5 000 | Land leasing| $0 | Raw materials (1 quarter of operations)| $660 000 | Salaries| $353 000 | Biodiesel production costs (chemicals, utilities, maintenance for 1 quarter) | $84 000 | Rent | $0 | Total Start-up Expenses| $000 | | Â  | Start-up Assets Needed| Â  | Cash Balance on Starting Date| Â  | Start-up Inventory| $0 | Other Current Assets| $0 | Total Current Assets| $0 | Long-term Assets| $0 | Total Assets| $0 | Total Requirements| $3 095 000 | Sales Forecast|Sales| 2007| Â  | 2008| Â  | 2009| Â  | 2010| Â  | 2011| Â  | Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Price per ton| Sum| Biodiesel| Â  | $2 800 000 | $700 | Â  | Â  | $2 800 000 | Â  | $2 800 000 | $700 | $ | Glycerol| Â  | $280 000 | $700 | $280 000 | $700 | $280 000 | Â  | $280 000 | $0 | $280 000 | Seeds| Â  | $0 | $220 | Â  | $220 | $0 | Â  | $0 | $220 | $0 | Press cake| $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | $180 | $1 440 000 | Total Sales| Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | $4 520 000 | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  |Direct Cost of Sales| Â  | 2006| Â  | 2007| Â  | 2008| Â  | 2009| Â  | 2010| Seeds| $220 | $2 640 000 | $220 | Â  | $220 | $2 640 000 | $220 | Â  | Â  | Â  | Oil| $600 | $0 | $600 | $0 | $600 | $0 | $600 | $0 | 600 | $0 | Subtotal Direct Cost of Sales| Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Â  | $2 640 000 | Sales and costs in tons| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Biodiesel| Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Â  | Glycerol| $700 | 400| $700 | 400| $700 | 400| $700 | 400| $700 | 400| Seeds from own farm| $220 | Â  | $220 | Â  | $220 | Â  | $220 | Â  | $220 | Â  | Press cake| $180 | Â  | $180 | 8 000| $180 | 8 000| $180 | 8 000| $180 | 8 000| Total sales, ton| Â  | Â  | Â  | 12 400| Â  | 12 400| Â  | 12 400| Â  | 12 400| Procurement of raw materials| Â  | Â  | Â  | Â  | Â  | Â  | 0| Â  | 0| Â  | Seeds| $220 | 12 000| $220 | 12 000| $220 | Â  | $220 | 12 000| $220 | 12 000| Oil| $600 | Â  | $600 | Â  | $600 | Â  | $600 | Â  | $600 | Â  | Total, raw materials, ton| Â  | Â  | Â  | 12 000| Â  | Â  | Â  | 12 000| Â  | 12 000| Personnel Plan| Daily wage| 2007| 2008| 2009| 2010| 2011| Director general| $100 | $24 000 | $24 000 | $ 24 000 | $24 000 | $24 000 | Production and procurement director| Â  | Â  | $24 000 | $24 000 | $24 000 | Â  | Farm supervisor| Â  | Â  | $24 000 | $24 000 | $24 000 | Â  | Sales manager| Â  | Â  | Â  | Â  | Â  | Â  | Controller| Â  | Â  | Â  | Â  | Â  | Â  | Chief Technologist| $80 | Â  | $19 200 | $19 200 | Â  | Â  | Secretary| $56 | Â  | $13 440 | $13 440 | Â  | Â  | Operators, production, 5 employees | $56 | $67 200 | $67 200 | $67 200 $67 200 | Â  | Laboratory technician, 1 employee | Â  | $13 440 | $13 440 | $13 440 | $13 440 | $13 440 | Farming, 5 employee| Â  | $67 200 | Â  | $67 200 | $67 200 | $67 200 | Drivers, 2 employee| $56 | $26 880 | Â  | $26 880 | $26 880 | $26 880 | Electrical fitter| $56 | $13 440 | Â  | $13 440 | $13 440 | $13 440 | Storeman, 2 employee| $56 | $26 880 | $26 880 | $26 880 | $26 880 | $26 880 | Total Payroll| Â  | $353 000 | $353 000 | $353 000 | $353 000 | $353 000 | Production headcount| Â  | 5| 5| 5| 5| 5| ROI Ana lysis| 2007| 2008| 2009| 2010| 2011| Sales| $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Cost of Sales| Â  | Â  | $3 326 000 | $3 326 000 | $3 326 000 | Gross Margin| $1 186 000 | $1 194 000 | $1 194 000 | $1 194 000 | $1 194 000 | Gross Margin %| 26. 24%| 26. 42%| 26. 42%| 26. 42%| 26. 2%| Operating Expenses| $434 667 | $101 667 | $101 667 | $101 667 | $121 667 | Operating Income| $751 333 | Â  | Â  | $1 092 333 | $1 072 333 | Net Income| $470 283 | Â  | Â  | $708 983 | $750 633 | Net Income to investor| $244 639 | $368 809 | $368 809 | Â  | Â  | Current Assets| $3 029 283 | $3 804 933 | $4 339 917 | $5 115 567 | $5 137 867 | Long-term Assets| $843 333 | $776 667 | $710 000 | $643 333 | $576 667 | Long-term Liabilities| $795 000 | $795 000 | $795 000 | $795 000 | $0 | Equity| $3 077 617 | $3 786 600 | $4 254 917 | $4 963 900 | $5 714 533 | ROE| 0. 15| 0. 19| 0. 17| 0. 14| 0. 13| ROI| 0. 11| 0. 16| 0. 16| 0. 16| 0. 17| Shares offered to investor| 52. 2%| Â  | Â  | Â  | Â  | Investor financing| 74. 31%| Â  | Â  | Â  | Â  | Loan financing| 25. 69%| Â  | Â  | Â  | Â  | Pro Forma Profit and Loss| | 2007| 2008| 2009| 2010| 2011| Sales| $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Cost of raw materials| $2 640 000 | Â  | Â  | $2 640 000 | $2 640 000 | Farm maintenance (fuel, fertilizer, etc)| $5 000 | $5 000 | $5 000 | $5 000 | $5 000 | Production Payroll| $353 000 | $353 000 | $353 000 | $353 000 | $353 000 | Methanol| Â  | Â  | Â  | Â  | Â  | Potassium hydroxide| $8 000 | $8 000 | $8 000 | Â  | $8 000 | Utilities| $80 000 | $80 000 | $80 000 | Â  | $80 000 | Equipment Maintenance| $8 000 | $0 | $0 | Â  | $0 |Cost of Goods Sold| $3 334 000 | $3 326 000 | $3 326 000 | $3 326 000 | $3 326 000 | Gross Margin| $1 186 000 | $1 194 000 | $1 194 000 | $1 194 000 | $1 194 000 | Gross Margin %| 26. 24%| 26. 42%| 26. 42%| 26. 42%| 26. 42%| Other Expenses: | Â  | Â  | Â  | Â  | Â  | Design works| $10 0 00 | $0 | Â  | $0 | $0 | Renovation expenses| $100 000 | Â  | Â  | Â  | $20 000 | Assembly operations| Â  | Â  | $10 000 | $10 000 | $10 000 | Placing into operation| $53 000 | $5 000 | $5 000 | $5 000 | $5 000 | Advertising/Promotion| $5 000 | $20 000 | $20 000 | $20 000 | $20 000 | Depreciation (service life 12 years)| $66 667 | $66 667 | $66 667 | $66 667 | $66 667 | Land leasing| $0 | $0 | $0 | $0 | $0 | Rent| $0 | $0 | $0 | $0 | $0 |Total Other expenses| $434 667 | $101 667 | $101 667 | $101 667 | $121 667 | Profit Before Interest and Taxes| $751 333 | $1 092 333 | $1 092 333 | $1 092 333 | $1 072 333 | Interest Expense| $79 500 | $79 500 | $79 500 | $79 500 | $0 | Taxes Incurred| $201 550 | $303 850 | $303 850 | $303 850 | $321 700 | Other Expense| Â  | Â  | Â  | Â  | Â  | Net Profit| Â  | Â  | $708 983 | $708 983 | $750 633 | Net Profit/Sales| 10. 40%| 15. 69%| 15. 69%| 15. 69%| 16. 61%| Pro Forma Cash Flow| 2007| 2008| 2009| 2010| 2011| Cash from Operations: | à ‚  | Â  | Â  | Â  | Â  | Cash Sales| $3 164 000 | $3 164 000 | Â  | Â  | Â  | Cash from Receivables| $1 356 000 | $1 356 000 | $1 356 000 | $1 356 000 | $1 356 000 | Subtotal Cash from Operations| Â  | Â  | Â  | Â  | $4 520 000 | Additional Cash Received| Â  | Â  | Â  | Â  | Â  | Sales Tax, VAT, HST/GST Received| $0 | $0 | $0 | $0 | $0 | Loan| $795 000 | $0 | $0 | $0 | $0 |New Investment Received| $2 300 000 | $0 | $0 | $0 | $0 | Subtotal Cash Received| $7 615 000 | $4 520 000 | $4 520 000 | $4 520 000 | $4 520 000 | Â  | Â  | Â  | Â  | Â  | Â  | Expenditures| 2007| 2008| 2009| 2010| 2010| Expenditures from Operations:| Â  | Â  | Â  | Â  | Â  | Salaries| Â  | Â  | Â  | Â  | $353 000 | Payment of Accounts Payable| Â  | Â  | Â  | Â  | $2 973 000 | Subtotal Spent on Operations| $3 334 000 | $3 326 000 | $3 326 000 | $3 326 000 | $3 326 000 | Â  | Â  | Â  | Â  | Â  | Â  | Additional Cash Spent| Â  | Â  | Â  | Â  | Â  | Sales Tax Paid Out| Â  | Â  | Â  | Â  | $321 700 | Principal Repayment (loan)| Â  | Â  | Â  | Â  | $795 000 | Design works| $10 000 | $0 | $0 | $0 | Â  | Renovation expenses| Â  | Â  | $0 | $0 | Â  | Assembly operations| Â  | Â  | $10 000 | $10 000 | Â  |Placing into operation| $53 000 | $5 000 | $5 000 | Â  | Â  | Advertising/Promotion| $5 000 | $20 000 | $20 000 | $20 000 | $20 000 | Land leasing| $0 | $0 | $0 | $0 | $0 | Rent| $0 | $0 | $0 | $0 | $0 | Interest Expense| $79 500 | $79 500 | $79 500 | $79 500 | $0 | Purchase Long-term Assets| Â  | Â  | Â  | $0 | $0 | Subtotal Cash Spent| Â  | Â  | Â  | $3 744 350 | $4 497 700 | Â  | Â  | Â  | Â  | Â  | Â  | Net Cash Flow| $2 788 617 | $842 317 | $842 317 | 317 | $88 967 | Cash Balance| $2 788 617 | $3 564 267 | $4 339 917 | $5 115 567 | $5 137 867 | Annual Break-even, Tons| 961. 34| 961. 34| 961. 34| 961. 34| Assumptions:| Â  | Â  | Â  | Â  | Average Per Tone Revenue| Â  | Â  | $1 130. 00 | $1 130. 00 | Average Per Tone Variable Cost| $742. 00 | $742. 00 | $742. 00 | $742. 00 | Estimated Annual Fixed Cost| Â  | Â  | $373 000 | $373 000 |

Information Processing And Implications To Teaching And Learning

In Journal 1, the research worker carefully examines the construction of the information treating theoretical account. This is done so that we can understand how each of the construction works and to see the connexion between cognitive schemes and tactic and how it influences the efficiency of acquisition. Learning is done in a assortment of ways. Some instructors would desire their pupils to memorise certain information, or even utilize some expressions like in topics like Mathematicss and Science to work out jobs or have the accomplishments to utilize certain equipment or tools to execute a undertaking. For case, the usage of power point for undertaking work, the usage of any musical instruments in playing music, usage of cock or wrench in mending occupations and so on. Therefore, the scholar shapes his cognition by retrieving, memorizing, practising and others. In both the diaries, they emphasize on the importance of Information-Processing Model and how or what happens when the information is received by the scholar. Harmonizing to Babadogan ( 1995 ) and Ozden ( 1998 ) in Ali Ozel ( 2009 ) , larning is the scholar ‘s ascription to the things go oning or environing the person like his past life, memory and theoretical account. The person is described as active and looking for information. The learner than interprets the information with his progress cognition and attempts to do a meaningful apprehension of the cognition he has gained. In Information-Processing Model, the chief accent is the scholar and the environment harmonizing to both diaries. The scholar interacts with the environment when the simulation activates the receptors. The information is so transferred to the short-run memory ( STM ) . It merely keeps of import information in STM with the aid of selective perceptual experience. In the Journal 2 by Ali Ozel ( 2009 ) , the research worker negotiations about larning schemes used and gives accent on them and on how to larn and what to larn to organize one ‘s ain acquisition ( Weinstein & A ; Mayer, 1956, Wittrock, 1986 ) . These larning schemes are the key points in forming of an single information processing theoretical account. The person ‘s cognitive tactics determines the signifier of storage like in the signifier of tabular arraies, diagrams, charts or images. These can be done by repeat, forming, remembering, directing knowledge consistently in order to better our ability to understand, retrieve and memorise the information for subsequently demands. In short, it helps in organizing the information received in a systematic manner. Both the diaries wrote about cognitive schemes and how these schemes help in bettering a more systematic acquisition signifier. A cognitive scheme is a combination of a figure of cognitive tactics.STAGE MODEL OF INFORMATION ProcessingShort-run memory is besides called working memory and relates to what we are believing about at any clip. In Freudian footings, this is witting memory. It is created by our paying attending to an external stimulation, an internal idea, or even both ( Huitt, W. ,2003 ) . Another major bound on information processing in Short-term memory is in footings of the figure of units that can be processed at any one clip. Harmonizing to Miller ( 1956 ) , he gave the figure as 7 + 2, but more recent research suggests the figure may be more like 5 + 2 for most things we are seeking to retrieve. Because of the variableness in how much persons can work with. For some persons it could be three and for some it could be seven. Therefore, it is necessary to indicate out of import information. If some pupils can merely treat three units of information at a clip, so as pedagogue we must do it a point to do them understand that of import three units of information. Each person has different reading of the information received. Therefore, it may differ from one person to another ( Gagne et al, 1993 ) . In the Short Term Memory, the information received corsets for a short period of clip like 15-20 seconds ( George Miller, 1956 ) . By transporting out coding and forming information good, the information in our Short Term Memory can be transferred to the Long Term memory ( LTM ) . In the Long Term Memory, the capacity is limitless and the continuance is much longer in maintaining the information. Here is where meaningful acquisition signifiers take topographic point. The theoretical account below proposes that information is processed and stored in 3 phases.Figure 2.1: The information processing attack to knowledge ( Huitt, W. ,2003 ) .It is critical that the scholar attends to the information at this initial phase in order to reassign it to the following 1. There are two major constructs for acquiring information into the Short Term Memory. First, persons are likely to pay attending to a stimulation if it has an interesting characteristic. We are more likely to acquire an orienting response if this is present. Second, persons are more likely to pay attending if the stimulation activates a known form. Students try to retrieve relevant anterior cognition. There are four major types of organisation that are most frequently used in instructional design: Component ( part/whole ) — categorization by class or certain facet ( e.g. , when learning a diagram or theoretical account ) Sequential — chronological ; ( e.g. , transporting out an experiment measure by measure ) Relevance – manage thoughts to do it meaningful. Transitional ( conjunction ) – words or phrases that is related and doing meaningful connexion with the alterations over clip ( Huitt, 2003 ) . Chunking is a major technique for maintaining information in short-run memory ; it is besides helps in hive awaying information into the long-run memory. Repeat or rote-learning is a technique we all use to seek to larn something. Simply memorising something does non take to larning. We all have anecdotal grounds that we can retrieve something we memorized, for illustration an essay or short verse form, but the truth is how much or are we able to retrieve it after some clip?3.0 Long TERM MEMORYLong-run memory is besides called preconscious and unconscious memory in Freudian term. Preconscious means that the information is easy recalled or remembered while unconscious refers to informations that is non available during normal consciousness. It is preconscious memory that is the focal point of cognitive psychological science as it relates to long-run memory. The two procedures most likely to travel information into long-run memory are amplification and pattern. There are several illustrations of amplification that are normally used in the instruction and acquisition procedure. Some illustrations are as below: Imaging – to be able to make a mental image. Method of locations-to be able to recover information which is good organized and located. Rhyming – information to be remembered is arranged in a rime. As information is stored in long-run memory, it is organized utilizing one or more constructions like indicative mood, procedural, or imagination. Declarative Memory is information that we can speak about. Semantic Memory are facts, problem-solving schemes and larning schemes. Schema / Schemata is about linking thoughts of a specific experience into a meaningful system. Script is a declaratory cognition that captures general information about a everyday series of events ( Stillings et al. , 1987 ) Program is a set of regulations that explains what to make in a peculiar state of affairs Model is a set of propositions that describes some facets of our experience. Episodic Memory is our personal experience. Procedural Memory is a accomplishment that we learn like driving a auto or siting a motorcycle. Imagination is from images4.0 REVIEW OF JOURNALSThe diaries reviewed are quantitative and qualitative diaries. Journal 1 is a qualitative diary whereby the research worker gives feedback on his reappraisals on information processing and its deductions to learning and larning. On the other manus, Journal 2 is a quantitative diary where the research worker negotiations about the pattern of information processing theoretical account in the instruction of cognitive schemes and examines which schemes are most normally used by primary school instructors. In Journal 1, gives a image of how information is stored and how an person can do a meaningful larning out of an effectual scheme used in hive awaying information. As mentioned earlier, both the research workers in both the diaries talk about the importance of environment and how it influences an person ‘s learning procedure. In Journal 1, the research worker says that each person has different ways of construing information received. For illustration, when utilizing the hearing stimulation, for one person, the sound of birds peeping may be fantastic and quieting but for another person the same sound may annoy him as he finds them upseting. Therefore the information received may differ from one person to another person. In Journal 1, the research worker besides talks about the procedure how information is transferred from the short-run memory to the long-run memory. The research worker explains the term cognitive tactics and cognitive schemes. Below is an illustration of what is cognitive maneuver used by a pupil who is fixing for an English scrutiny. In this instance, the pupil prepares for the Unified Chinese School Examination ( UEC ) . The pupil looks through all the past twelvemonth inquiries in order to fix for the scrutiny particularly looking at the composing subjects and the linguistic communication constituents tested in the past old ages. The pupil so tries to foretell inquiries that might come out for that peculiar twelvemonth by analysing the inquiries carefully. After that, taking the past twelvemonth inquiries, he will fix the replies for each inquiry by memorising what is already in the mention books or will seek to reply the inquiries by using the cognition that he has gathered from larning that peculiar subject. Hence, the scholar is transporting out rote-learning or memorizing and besides critical thought takes topographic point based on his prior cognition which he has assimilated throughout his acquisition procedure. Therefore, the scholar applies his cognitive scheme by transporting out all these tactics. A scholar has to make up one's mind which cognitive maneuver is suited to be used in certain state of affairss in order to hold a meaningful acquisition. Learning schemes processed harmonizing to the information processing theoretical account can supply a more meaningful and lasting acquisition. In journal 1, the research worker besides emphasizes the importance of meaning-making and understanding what is taught and learnt. As an pedagogue, it is our duty in assisting the scholars to develop information processing accomplishments and use them efficaciously. As it was mentioned in 3.0, there are a figure of techniques that a scholar can utilize in assisting to hive away information consistently and understand the memorized information good. Again in diary 1, the research worker has given importance and stressed on the usage of cognitive schemes in steering the scholars ‘ when thought, memorising and taking the most suited cognitive tactics that can be used. This is because a scholar has to cognize which maneuver is used for a peculiar state of affairs as non every maneuver is suited. This is where metacognitive is really of import because a metacognitive scholar will be able to supervise and look into his ain acquisition schemes and to look into if it works for him. Therefore it is of import for instructors to learn her pupils to utilize cognitive tactics metacognitively. However, harmonizing to Biggs ( 1988 ) and Schoenfeld ( 1987 ) , to utilize develop these accomplishments are non that easy and it takes clip. That is why it is of import for instructors to utilize assorted learning techniques that will assist their pupils with. This will heighten their apprehension, retrieval and problem-solving accomplishments. The deductions of information processing in instruction and acquisition have been summarized as below harmonizing to the diary reviewed: Learners will be metacognitively in control of their ain acquisition Learners are more motivated to larn because they have a clearer end. Good scholars will be able to utilize selective perceptual experience to larn the most of import things in a topic or subject. Good scholars will be able to differenciate between the more of import inside informations and the less of import 1s. Good scholars will cognize how to utilize information and when to utilize it. Metacognitive scholars will be able to invent cognitive tactics to assist them remember something easy.USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOMPrincipleExample1. Derive the pupils ‘ attending. Use cues to signal when you are ready to get down like voice projection to bespeak you are get downing a lesson. 2. Bring to mind relevant anterior acquisition. Revision on the old twenty-four hours ‘s lesson. 3. Stress of import information. Provide handouts or compose on the board. 4. Information organized decently. Use logical sequence to constructs and accomplishments. Travel from simple to complex when showing new stuff. 5. Show pupils how to lump information. Present information in classs. Teach inductive logical thinking. 6. Give chances to pupils to lucubrate on new information. Connect new information to something already known. Expression for similarities and differences among constructs. Have group treatments. 7. Show pupils how to utilize coding when memorising lists. Use mental imagination techniques such as the keyword method, acronyms and etc. 8. Give chance for repeat of acquisition. State of import points several times in different ways during presentation of information ( STM ) . Have points on each twenty-four hours ‘s lesson from old lesson ( LTM ) 9. Give chances to larn of import concepts/skills. Drill on of import facts daily.Table 4.1: Using the Information Processing Approach in the schoolroom ( Huitt, W. ,2003 )In Journal 2, as it is a quantitative survey, the research worker surveies which learning scheme is spent more clip in organizing information processing, how clip intervals are spared for larning schemes and if there is a meaningful difference between the schemes at the facet of the clip for learning larning schemes? In this quantitative attack, the research worker had used a general study to see if there is a difference between the spared clip for learning larning schemes by category instructors in primary schools and organizing and treating information processing theoretical account. About 260 instructors in primary schools working in Istanbul Directory of Education were chosen based on convenience sampling. 51.9 % were females and 48.1 % were males. All of them were alumnuss from different subdivisions. A bulk of them have an experience between 6-10 old ages. The scheme learning tactics developed by Weinstein and Mayer ( 1986 ) and applied by Ozturk about learning larning schemes was used. The facets tested are attending, repeat, meaning, forming, callback, directing knowledge and instruction perceptual experience schemes. The study comprises two parts. The first portion is the clip span spared for learning larning schemes by instructors participated in the study. The 2nd portion is to find which larning schemes out of the seven tested has the most clip spared. The research worker used SPSS 7 bundle plan to find the meaningful differences of frequence, per centum and discrepancy. Data was collected utilizing the study method. Likert Scale of five was used to change over the replies into numeral informations. Harmonizing to the consequences of this survey, instructors spent more clip for repeat schemes ( 41.2 % ) and the least clip for forming. Teachers besides spend more clip to develop attending schemes ( 35.9 % ) . Therefore, the survey indicates that instructors want to organize an information processing profile related to attending schemes. They do this in every lesson and some instructors ne'er taught larning schemes at all from the survey conducted. Time spent for repeat and attending schemes were the highest because they provided pupils to organize a information processing theoretical account supplying them to mean their progress information with their anterior cognition at the facet of the clip spared for learning meaning schemes. From the research, it was besides found that there is a meaningful difference in instructors who spend more clip in learning schemes and instructors who spend less clip in learning schemes.DecisionThe decision after reexamining both diaries are, larning schemes should be taught to pupils in every lesson as they can steer in determining and organizing their acquisition consistently particularly when we use the learner-centered attack. Students should be taught to utilize organisation schemes and follow it decently. They should besides utilize the information processing theoretical account with the schemes that belongs to these tactics. The information processing theoretical accounts in learning and larning schemes should be developed and pupils should be encouraged to alter harmonizing to the current state of affairs and be independent scholars and minds. A good scholar will be able to utilize the information gathered and will cognize when and how to utilize it when they taught the effectual attacks of information processing. Information processing is of import and every instructor has to be familiar with this as by cognizing this, we can help our pupils in relation to retrieving things more efficaciously within the schoolroom scene. In information processing, the system involves the procedure of encoding, retrieval and storage whereby it explains how our centripetal registries and how the short-run and long-run operates. It is impossible to learn pupils new information in a short period of clip but we can learn them in â€Å" balls † to better their overall memory. This will assist pupils to be more focussed in their attending on acquisition by doing it more meaningful to them. It is besides of import to utilize acknowledgment in which instructor will demo their pupils how to utilize their imaginativeness or the procedure of association in order to retrieve new things. Encoding enables pupils to larn and retrieve and associate new information to old information. Use of images, concrete words and ocular AIDSs in the schoolroom will heighten this farther. Organization is a scheme used to better pupils ‘ memory and acquisition. This can be done by learning pupils an sum of information over certain period of clip. Rehearsing what has been taught is besides an effectual manner to increase memory. One could retrieve new stuff through practising, reiterating and associating new information to prior cognition. As an pedagogue, it is indispensable to ever happen new and interesting methods in assisting pupils retrieve new information that is taught to heighten their understanding better. As mentioned in Journal 2, clip spent more for repeat and attending schemes were the highest. However, it depends on the instructors ‘ lesson programs, course of study and instruction manners in order to run into the demands of single pupils. It is of import to utilize a assortment of schemes and attacks to assist pupils with retrieving what they have learnt particularly the new stuffs that they have learnt. It is a known fact that every pupils is able to larn and retrieve good if we provide them with the proper tools, techniques and counsel. Learning is an on-going procedure and every twenty-four hours in our lives we are larning new information. Therefore it is of import how we organize our acquisition and absorb new information on top of the old information that we already have.

Why Is Testing Stage of Sdlc so Important?

Why is the testing stage of systems development so important? November 2012 Introduction †¢ Systems Development Lifecycle †¢ Types of SDLC †¢ Stages of SDLC †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Waterfall method Testing Programme Testing Acceptance Testing Limitations of Testing Case Study 1: University of Salford Case Study 2: Knight Capital Group Summary Conclusion References Systems Development Lifecycle †¢ Systems Development Life Cycle (SDLC) is the process of developing information systems through various stages from identifying initial requirements through analysis, design, testing, mplementation and maintenance. †¢ Many different models but each generally consists of a series of defined steps or stages. Laudon & Laudon (2006) Types of SDLC †¢ Waterfall †¢ Fountain †¢ Spiral †¢ Rapid prototyping †¢ Incremental Bocij et al (2006) Waterfall †¢ One of the oldest, best known †¢ Li near sequential set of phases †¢ Review at end of each phase before moving on to the next †¢ Logical chain of events, e. g. programming cannot begin until specification completed †¢ Many different versions †¢ Many critics – does not work? Laplante & Neill (2004) Dennis et al (2008) Stages of SDLCVary according to the methodology used but usually some variation of the waterfall method which has Galin (2004) served as a framework for others. †¢ Systems analysis – identify problems & establish requirements †¢ Systems Design – create design specifications †¢ Programming – translate design specification into code †¢ Testing †¢ Conversion – plan conversion, train users †¢ Production & Maintenance – operate, evaluate and modify the system Laudon & Laudon (2006) Testing Why test? System should be tested to ensure that it meets the requirements laid out at the start of the process. Develop a test plan †¢ Involve users as well as developers †¢ Simulate data and test system processes e. g. entering a new record, inserting incorrect data Laudon & Laudon (2006) Test Plan Test Number Purpose of Test Test Data Expected Result Actual Result 1 Test the validation rule on the â€Å"Date of Birth† field to ensure that valid dates of birth can be entered. 15/02/1988 Accepted Accepted 2 Test the validation rule on the Date of Birth field to ensure that a date in the future cannot be entered. 14/10/2013 Rejected Accepted Adapted from: Laudon & Laudon (2006) Testing 2 basic phases of testing: programme testing – ensures that the programmes work as expected in controlled environment †¢ acceptance testing – ensures users are able to use the system and that it operates as expected when in use. Laudon & Laudon (2006) Programme Testing 3 phases †¢ unit testing – individual modules of the system are tested for any potential errors in the code. †¢ integration testing – to check the modules work together as expected †¢ complete system testing – see how all the components will work under various conditions Bocij et al (2006) Acceptance Testing User Acceptance Testing (UAT) by actual end users of the ystem to determine how well it meets their expectations and requirements. †¢ alpha testing – using simulated data †¢ beta testing – using actual data – final stage before implementation Bocij et al (2006) Acceptance Testing †¢ Security testing – whether security policies have been implemented as intended †¢ Recovery testing – how the system reacts when it has been forced to fail †¢ Performance testing – in different environments †¢ Stress testing – attempts to â€Å"break† the system by not following guidelines. Looks at how the system performs under heavy demand. Bocij et al (2006) Limitations of Testing Impossible to guarantee that once a system is tested it will work exactly as expected †¢ Too many factors to carry out exhaustive testing †¢ It is often given insufficient importance and other stages overrun at the expense of testing †¢ Cannot rule out unforeseen problems further down the line BUT: Gives a good idea, identifies major errors Morris (2005), Bocij et al (2006) Case Study 1 – Careers Service †¢ New system to manage Careers Service appointments, workshops and events †¢ Alpha testing revealed few errors which were resolved †¢ Beta testing revealed significant issues re: student status, ducation details, appointment booking abilities †¢ Issues were resolved and pilot system launched †¢ Phased implementation. Testing continues†¦ Case Study 2 – Knight Capital Group †¢ Trading US equities electronically (high frequency trading) †¢ Dormant software from a legacy system inadvertently reactivated †¢ Multiplied stock trades by 10 00 †¢ 45 minute delay in shutting down the system †¢ Proper testing and â€Å"appropriate market simulations† †¢ Estimated $440M loss Detterman (2012), Ruhle, Harper and Mehta (2012) Summary †¢ Defined SDLC †¢ Types & Stages of SDLC †¢ Types of Testing †¢ Limitations of Testing Case studies demonstrate importance of thorough testing Conclusion †¢ Testing reveals any errors and incompatibilities †¢ Essential to ensure they can be corrected before implementation †¢ Testing is a continual process. There needs to be a cut off point before implementation but it can (and should) continue †¢ Testing is critical because it is the only way to determine whether the system operates to requirements and actually works! Laudon & Laudon (2006), Cervone (2007) References Cervone, H. F. (2007),†The system development life cycle and digital library development†, O CLC Systems & Services, Vol. 3 Iss: 4 pp. 348–352 [online ]. Available from: [Accessed 12 November 2012] Dennis, A. , Wixom, B. H. & Roth, R. M. (2008) Systems Analysis and Design, 4th Edn, Oxford: Wiley Detterman, E. (2012) â€Å"Software Development Life Cycle (SDLC) Case Study – Result = $440m Loss. † Solid Logic Technology. 12 August 2012 [online]. Available from: [Accessed 11 November 2012] Galin, D. (2004) Software Quality Assurance: from theory to implementation. Harlow: Pearson Education Laplante, P. A. & Neill, C. J. (2004), â€Å"The Demise of the Waterfall Model Is Imminent† and Other Urban Myths†, ACM Queue, Vol 1, No. 10 [onliine].Available from: [Accessed 12 November 2012] Laudon, K. C. and Laudon, J. P. (2006) Essentials of Management Information Systems: Organization and Technology in the Networked Enterprise, ninth ed. , New Jersey: Prentice-Hall Morris, S. , (2005) â€Å"Software Development Cycle†, Tessella Support Services plc, available at < http://www. tessella. com/wp-content/uploads /2008/05/softwaredevelopmentcycle. p df> [accessed 12 November 2012] Ruhle, S. Harper, C. & Mehta, N. (2012) Knight Trading Loss Said to Be Linked to Dormant Software. Bloomberg. 14 August 2012. [online] Available from: {Accessed 01-11-2012]

Leading Service Firms Essay Example | Topics and Well Written Essays - 1500 words

Leading Service Firms - Essay Example They rarely allow themselves the time to try to gain an understanding of the entire marketplace context in which they compete, this means sometimes while marketing a new service to gain competitive advantage, they often overlook the research part and just introduces the service, which sometimes gives loss (Suzzane, 2004:4). Today every service firm tries to get a commanding position so that it can by having range of services, competitive distinctions, and innovations that can dictate the particular service industry in which it is competing. And it should become the future trendsetter (Suzzane, 2004:8). Each of these looking out techniques serves to give a professional service firm a reliable sounding board on which to evaluate new opportunities or threats. Collectively, they help a professional service firm to develop concrete grounding for future business decisions and new strategies (Suzzane, 2004:15). The professional service sector, whose very foundation is based on intellectual capital, has yet to apply its collective brainpower to truly dig into its marketplace. Put simply, digging deeper means doing the targeted organizational and analytical work it takes to compete more effectively. But today, despite the availability (and increasing affordability) of powerful software applications, few firms conduct formal data mining to discover the unmet needs of clients and prospects. Digging deeper means capturing, organizing, and mining valuable client data to the point that one can discern past and potential client and marketplace patterns. Research shows that most professional service firms take the easy way out on efforts to differentiate themselves, avoiding the more successful but harder initiatives. Digging deeper means going beyond image-based positioning and branding campaigns to become truly different from competitors (Suzanne, 2004:11). Embedding innovation It involves deliberately incorporating support of innovation into a firm's practices and policies. As a whole, the professional service sector relies too heavily on technology-based "knowledge management" and promotion-based "thought leadership" as platforms on which to develop new services (Suzanne, 2004:12). For every service in order to cater prospect clients and in order to retain existing ones, is always been a priority in their day-to-day business processes. Because they know it's the clients who are responsible for their cash flows and their existence. All the leading service firms market themselves by using advertisement and for that they use different media so that their message could reach to their target market. Usually an advertisement made by a service firm before it's going to be online through any media, has two objectives: To create a brand image in the clients' mind. To publicize features of services they are offering, for the prospect clients and also to provide a recall for their existing ones. Nowadays the basic purpose of advertisement is not to have a one-way communication with the

Dissertation - Conclusion Example | Topics and Well Written Essays - 3000 words

- Conclusion - Dissertation Example The study adopted a qualitative approach through which both primary and secondary data were collected. Quality interview of one executive at the college was conducted and data from the students were collected through survey questionnaires. The role of the researcher was restricted to a participant observer. Secondary data has been obtained through extensive research on the academic libraries. The first objective was to evaluate the current international marketing strategy adopted by universities globally. The study finds that the education sector does not follow the traditional marketing framework. The students are different from customers and the HEIs are different from consumer products. The HE products are intangible which restrict the application of the marketing principles. Consequently the marketing mix and the targeting and positioning also differ. The marketing principle suggests that all marketing activities should be geared towards what the consumer wants. The consumer shou ld attain the different levels of benefits from the marketing efforts of the organization. Thus, the HEIs now go in for accreditation, which enhances the image of the institution. Students are more concerned with the image and reputation of the university and they seek reviews from past students before they make their decision. Relationship marketing has been adopted by many universities as consumers seek a closer relation with the institution they would be going to. Overseas seminars have been found to be an effective way to reach out to the consumers which also enables first-hand contact with the college authorities. The colleges should also distribute more of the prospectus with details of the standing of their past students. The prospectus could become an advertising medium and reach those nations and consumers who may never have heard of the college. The second objective was to evaluate the drivers of change in the current environment. Globalization, competition and marketizati on have altered the way academic institutions reach out to the students. Education is now a global, market-oriented, private industry and international mobility of students have driven change in the sector. Since the education sector adds to the GDP of most nations, governments are also changing their policies and procedures for this sector. Apart from adding to the GDP, the education sector also contributes in other ways to the nation’s growth. Singapore for instance, benefits from international competitiveness in innovativeness and technology. As competition increased and other nations stepped in, the UK authorities introduced scholarships for achieving higher levels of market share. Fees are steep in the UK and deter many students from enrolments. The private institutions do not have any cap on the fees the can charge and on the number of international students they can take in. This benefits the UK economy and hence government support should be forthcoming even for the pr ivate institutions. The curricula have been found to be lacking in practical experience although the universities claim that the teaching faculty is from the business world. However, circumstances such as these have forced the colleges to ensure that teachers have sufficient practical experience before they join an institution. The third objective was to determine the factors that influence the location decision in the field of tertiary education. Immigration formalities are lengthy, rigorous and time-consuming.