Monday, September 30, 2019

Synopsis on Consumer Behaving Behaviour

Consumer Buying Behaviour Introduction: Consumer buying behavior is the study of human responses to products or services and the marketing of products/services. The study of consumer behavior focuses on how individuals make their decisions to spend their available resources (time, money, effort) on consumption related itemsor consumption related aspects (What they buy? When they buy? How they buy? ). It also study of individuals, or organisations and the processes consumers use to search, select, use and dispose of products, services, experience, or ideas to satisfy needs and its impact on the consumer and society.Buyer behaviour is deeply rooted in psychology with dashes of sociology thrown in just to make things more interesting. Since every person in the world is different, it is impossible to have simple rules that explain how buying decisions are made. But those who have spent many years analysing customer activity have presented us with useful â€Å"guidelines† in how so meone decides whether or not to make a purchase. The evaluation of marketing concept from mere selling concept to consumerorientedmarketing has resulted in buyer behaviour becoming an independentdiscipline.The growth of consumerism and consumer legislation emphasizes theimportance that is given to the consumer. Some consumers are characterized as being more involved in products andshopping than others. A consumer who is highly involved with a product wouldbe interested in knowing a lot about it before purchasing. Hence he readsbrochures thoroughly, compares brands and models available at different outlets, asks questions, and looks for recommendations. Thus consumer buying behaviour can be defined as heightened state of awareness that motivates consumer’s to seek out, attend to, and think about product information prior to purchase.Company profile: The City of Chennai is the Citadel of South. This City is known for promotion of culture, tradition and industry. The House of Kh ivraj is well known in the Automobilein this Metro. The flag ship company of the Group is â€Å"KHIVRAJ MOTORS LTD â€Å". This Company was dealing in the vehicles manufactured by Hindustan Motors Ltd for 35 years. This company was also dealing in two and Three Wheelers of Bajaj Auto Ltd for four decades. Now, the company has taken Dealership for Maruti Vehicles. The Company is proud to have an independent Body shop with modern gadgets.The Company has diverted the Dealership for Bajaj Auto Ltd. ’s products to its sister concerns to have clear focus in its operations. These concerns have modern show rooms and operate speciality ideal workshops for two and Three Wheelers. The automobile turnover of the group has crossed billion rupees. The management of the Company vests with Shri AJIT KUMAR CHORDIA who is a young dynamic technocrat and administrator with admirable skills in different spheres and Shri BHARAT KUMAR CHORDIA a young administrator who is known for his acumen in s everal fields and managerial capacity.They are guided by the Company Chairman Shri NAVARATANMULL CHORDIA who is groomed by the Founder of the Company Late Shri KHIVRAJ CHORDIA. Statement of the Problem: †¢ Consumers are booking for a bike and at last they are not purchasing the bike. †¢ Availability of goods & services at proper time. †¢ Comparing of dealership in terms of price and discount. Need for the Study: †¢ To understand the buying roles of the consumer †¢ To analyse the consumer’s decision making process. †¢ To know growing market segments of company for consumers To know what features or product design acceptable by consumer Objectives of Study: †¢ To understand the major factors influencing consumer behaviour. †¢ To Know and recognize the types of buying behaviour decision behaviour. †¢ To understand how consumers make purchasing decisions and respond to purchasing. †¢ To understand how marketers analyse consumer de cision-making. Scope of the Study: †¢ To distinguish different consumer groups and to develop products that satisfies the needs. To understand how consumers make purchasing choices among products/services. †¢ To know how consumers will respond to different product features, prices, advertisement appeals. Research Methodology: Research methodology is the systematic process of collecting and analyzing information (data) in order to increase our understanding of the phenomenon about which we are concerned or interested. In other words research methodology is an endeavour to discover answers to intellectual and practical problems through the application of scientific method.Research Design: Survey research is the systematic gathering of information from respondents for the purpose of understanding and/or predicting some aspects of the behaviour ofthe population of interest. It is the most common method of collecting primarydata for marketing decisions. Survey can provide data on attitudes, feelings, beliefs, past and intended behaviour, knowledge, ownership, personal characteristics and other descriptive items. Survey research is concerned withadministration of questionnaires (interviewing).The survey research must beconcerned with sampling, questionnaire design, questionnaire administrationand data analysis. Sampling: Sampling is the process of selecting units (e. g. , people, organizations) from a population of interest so that by studying the sample we may fairly generalize our results back to the population from which they were chosen Sample size: The sample size of a statistical sample is the number of observations that constitute it. It is typically denoted n, a positive integer. Total 200 samples taken for analysis and interpretation.Data collection methods: For making analysis and interpreting the data; there are two methods have been used for collecting the data i. e. primary method and secondary method. Tool for data collection: Questionnaire ( Sequence and layout) †¢ Primary Data: Questionnaire Method and interviewing method. †¢ Secondary Data: Marketing Management book and weekly journals. Chapter Scheme: Chapter 1. Introduction Chapter 2. Company Profile Chapter 3. Research Methodology Chapter 4. Analysis and Interpretation Chapter 5. Findings recommendations and Conclusion

Sunday, September 29, 2019

Positive psychology Essay

As a child we are told the future is our oasis But is this really the truth when we look at the basics? When I was young and asked what I wanted to be I of course replied â€Å"just like daddy† Now I wasn’t referring to his business success I was only concerned about the love he expressed So when we are told that the future couldn’t be brighter Why do people only think about becoming an astronaut or fire fighter? What is often forgotten is the truth of the matter There is much more to life, this is just a part of the batter Making the cake is a process that is extensive. What we need to remember is that it doesn’t need to be expensive Why does one’s life have to be determined by their occupation? It has become a norm in society, almost a fixation In order to be happy one has to have a high paying job and big house Luxuries extend as a far as a Maserati or a cottage with a boathouse With this in mind, young students face great pressure and tension School has become an entity beyond comprehension It was in my understanding that we come here to learn But when I look around all I see is heads turned. Heads turned from the reality of the true meaning of life Kids only concerned with grades as if they are being forced with a knife This figurative dagger comes in the hands of universities What happened to opening the door for a girl or showing a little common courtesy? People approach university with a new hopeful attitude We can now receive self fulfillment and gratitude The reality of the situation is long, grueling hours spent with your head buried in a book No one reflects on themselves or even lifts their head to take a look. Many pass these four years with not an aspiration in mind Not even looking ahead, continuing to remain blind Then university is over, time for life to begin With endless possibility, one cannot help but grin Then it hits you, like a strike across the face Money is happiness therefore you join the rat race What is interesting about this race is that there is no winner The winner is still a rat; the only objective is to provide a better dinner What has been lost in the mix is the wisdom and prudence Any successful man would point out that our actions are rather foolish And by successful I am not referring to economic victory I am referring to the people who have shaped our history Not the Donald Trumps, Mark Zuckerberg’s or Warren Buffets These are simply the people enslaved as economic puppets I am referring to the Gandhi’s, Malcolm X’s and Martin Luther King’s The people who created change, the liberation they were able to bring I believe that with great people comes great change. This change is not as simple as a stock trade, it is long range Not only is it eternally priceless but it has a rippling effect One great person affects all around them, sometimes unknowingly or indirect When I think of inspiration I think of the president of Uruguay The poorest president in the world challenged what society sees as the way Donating 90% of his salary leaving just $1250 dollars per year to his name It makes one question why we only seek to make large sums of money or achieve great fame Don’t mistake my message for an attempt to say that we are all greedy I simply want you to be aware that life isn’t all that easy Money can solve your surface problems but this solution is temporary. Reflect on your goals and ambitions before you end up in a cemetery I feel that change is possible regardless of your situation It does not depend on your gender, race, religion or sexual orientation Change isn’t easy but we are all more than capable When life pushes you to the curb, you are hurt but unbreakable In a world that seams hopeless it is important to remember life goes on Make sure to look up, stay positive and never get withdrawn. We are all brothers and sisters part of something that is greater Be fearless and hopeful and live up to your nature We are often referred to as the careless generation who lack a work ethic But I would argue that statement is unjustified and rather pathetic We have the means to create change and it is already happening People like the Keilburger’s come across as rather baffling But when looked at in perspective they are simply two people with a dream A dream that arises a common theme. This theme is that we must love and be aware We must create a life for all that is just and fair In saying all this I am not trying to discourage I hope all your child hood dreams come to the surface There’s a world full of hope, possibility and prosperity And my wish to all is a fulfilling life of mental clarity Ultimately what it comes down to is the way we are taught as youth There is nothing more powerful then the honest truth When asked what we would like to be in our future Happiness should come to mind, the only acceptable answer.

Saturday, September 28, 2019

AFRICAN AMERICAN HISTORY Essay Example | Topics and Well Written Essays - 750 words - 1

AFRICAN AMERICAN HISTORY - Essay Example Violent groups like Ku Klux Klan terrorized and killed many blacks; whites who sympathized with blacks were beaten up and murdered. Other groups that were in support of slavery comprised; the White League, that started from white reservists in Grant Parish, Louisiana, in 1874 and the Red Shirts that started in Mississippi. These revolutionary organizations rose in the South during the mid-1870s and were more focused in challenging Republican governments, overturning the black vote and attaining political goals (Hine & Harrold, 38-39). Unlike southerners, northerners were strongly against slavery. They devoted their lives to securing black freedom. As time went on many people united in the fight to end captivity and many slaves were helped escape to the North trough secret routes. Blacks were also themselves against slavery. They organized groups such as American Society of Free Persons of Color, which gave social aid to poor blacks and planned answers to political issues and Black church that rose to be the central point of the Black community. It served as a place of worship, educational center, a place where African heritage was celebrated. Even though there existed strong force against Black freedom: slavery, some African Americans that were elected leaders such as Abraham Lincoln, Hiram Revels amongst many others that came to Congress from South Carolina, Georgia, and Mississippi were also strongly against slavery. They were for the Blacks freedom. These new politicians gave support to the Republicans and brought further developments to their lives. Schools for black children established since they were not permitted to join same schools with whites. These â€Å"separate but equal† institutions were so important in shaping the lives of blacks as they were able to learn and build their strengths freely without discrimination. This

Friday, September 27, 2019

Use of Digital Media by disabled student for education Essay

Use of Digital Media by disabled student for education - Essay Example Another has been the application of multimedia technologies within official learning situation for academic functions, mainly â€Å"English language literacy† (Davis, p. 48, 2005). A stress on the part of multimedia within ‘special’ schooling is logical, making an allowance for the fragmentary well-politicised competition on whether to teach young deaf and dumb individuals in a bilingual setting by means of a â€Å"signed language† (Council for Exceptional Children, p. 192, 2005). On the other hand, the rising significance of communal as well as participatory media during the free time of Westerners implies that such applications of Web 2.0 are as well worth investigating. These have started to be a little educational reports of the keen implementation of â€Å"v-logging by sign language users† (Council for Exceptional Children, p. 201, 2005). Web 2.0 has been identified by its aptitude to ‘control cooperative aptitude’ by offering prospects for users to make, become accustomed, â€Å"mash up and share text, photos and video† (Friend & Bursuck, p. 93, 2011). In addition to its well-acknowledged participatory potential, its re-prominence on visual (as contrasting to written) communication is of exacting concern for dumb and deaf people. It has been recommended that disabled students are a â€Å"visual variety of the human race† (Friend & Bursuck, p. 124, 2011), and the visually affluent offers fresh prospects for visually affluent types of communication, most significantly by means of signed languages. The main significance of signed languages for disabled people individuality proposes that the visual features of interactive multimedia might put forward prospects of safeguarding, development as well as changes within those individualities. Simultaneously, the visual features of the Web 2.0 are us ually audio-visual, such that the more and more affluent resources of the â€Å"net offer† (Smith et al, p. 193, 2011) prospective obstructions in addition to ways to

Thursday, September 26, 2019

School Gun Debate Research Proposal Example | Topics and Well Written Essays - 1500 words

School Gun Debate - Research Proposal Example   However, these enacted laws have laid down some very specific conditions that must be met by educators before they are given a permit to carry these weapons to school. In Georgia and the state of Missouri students and teachers can carry concealed guns to their campuses (Severson, 15). However, the condition is that these guns must be under lock, inside a car. In Massachusetts, Nevada and Louisiana, teachers can carry guns to their schools, as long as they have a gun permit from the state, and a written permission from leading administrators of the school. In Hawaii, and New Hampshire, teachers can carry guns to their school environments, on condition that they have a permit that allows them to carry these weapons (Severson, 16). ... However, the laws of these states do not allow students to carry such kind of weapons to school. Texas also allows teachers to carry guns to school, however, under very strict terms. According to their Children’s Protection Act, teachers can ac t as school marshals (Severson, 21). To obtain this position, they have to take and pass a series of mental tests. They also have to receive training on the efficient methods of handling a weapon, and the response in case of an attack. The argument advanced by these states in allowing teachers to carry these weapons is that there will be an increase in security within the school environment. Arming teachers with guns will enhance security within the school environment because they will protect students against armed attackers in case it happens. When they have guns, an armed attacker will be discouraged from attacking the school (Cook, 2021). This is because he or she will expect some resistance. In case of an attack, every minute and second counts. Calling the police and waiting for their arrival is not effective in protecting students and armed attackers from being killed or injured. This is because before the police arrive, an armed attacker would have killed many people. This wi ll only happen if the attacker does not face any resistance. For example, if the nearest police unit is 13 minutes away. This will mean that before the police arrive, an attacker will have 13 minutes to kill and injure unarmed students and teachers. This is because he or she won’t meet any resistance. However, if teachers had weapons, the attacker will face resistance, and this might lead to the protection of the students and teachers lives.

Wednesday, September 25, 2019

Recreational Facilities for Ladies in Muslim Community Research Paper

Recreational Facilities for Ladies in Muslim Community - Research Paper Example But the patriarchy of a Muslim society is viewed as more of the projection of the male authority -of the society in power- than the application of the religious doctrines. Also apart from religious issues, the geo-cultural factors appear may appear to be in direct conflict with the women’s outdoor recreational activities. 12 The fact how the Muslim women as well as the dominating patriarchy perceive and permit the female recreational activities in the Barsha community was explored in a bilateral investigation paradigm. We perceived that the exploratory research of the Muslim Women’s recreational activities necessarily requires both the theoretical and field exploration of the plausibility of creating opportunities for recreational activities within the moral and customary boundary of the society. First, we attempted to explore extensively into the socio-culture features of the Community in Barsha through an intensive literature review. In this regard, a profound study about the life of women in the past, its dilemma to the community has been described on the information gathered and justified in the Literature Review. Then in order to investigate into the fact how the women in Muslim community perceive recreational activities, an investigation was led among 60 women in the field level. 12 This study primarily focuses on the needs of recreational activities for both men and women. In the second place it explores the scopes and limitations of recreational activities in Muslim women’s life. In particular, the research is: ‘the recreational facilities for ladies in Muslim communities should be encouraged or not?’ The aim of performing this study is to find out the role of recreational activities in the life of Muslim women. We have also tried to explore the perceptions of the Muslim ladies towards the existence of recreational activities and opportunities. The aim is to create the awareness regarding the recreational activities and their acceptance in

Tuesday, September 24, 2019

Case Sharp Printing, AG Assignment Example | Topics and Well Written Essays - 250 words

Case Sharp Printing, AG - Assignment Example In addition, I would prolong the project in order to give room for all people involved in the project implementation to make rational decisions regarding the cost of the project and how long it should take. More so, there is the need to plan and prepare for trade-offs concerning the laid down priorities of developing a laser-printing machine at a low price. As a project manager, I would present additional or extra revenues to be expected from implementing the project on projected time. The macro estimates may be off because the project is done when cost and time estimates are an issue. Everybody is not agreeing with the cost and time estimate provided by the project manager. The micro estimate can be trusted if the goal is to make the top management to focus away cost overrun to the predicted profits and the benefits of the product. Further, the micro estimates in such a project enhances cost and time estimate accurately than the macro estimates that has proven to be tough and inconsistent when making time and cost

Monday, September 23, 2019

Criminal Law Foundations Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Criminal Law Foundations Evaluation - Essay Example The flipside of the above development is that criminal elements have taken advantage of the interactive nature of globalisation to perpetuate crime in the US. In the US, the September 11th Attacks serves as the epitome of the downsides of globalisation since the attacks were planned overseas by Al-Qaeda elements and executed by hijacking airplanes before crushing them against buildings. Terrorism becomes more complicated to the US criminal justice system, given that globalisation has helped make America more multicultural. For this cause, America harbours people with criminal intent and no patriotism to the country. Courtesy of the same globalisation, the US has had to contend with the smuggling of narcotics from Latin American countries such as Mexico and Columbia, into the American soil. Similarly, the financial implications of globalisation on the US criminal justice system is underscored by the fact that since globalisation has made terrorism a global problem and America's intere sts are spread both locally and globally, the US has had to increase and fine-tune the operations of its law enforcement agencies to incorporate US' international interests. It is against the same backdrop that the US also has made frantic efforts to spread its ideals on justice and the war on terror. The US has made several efforts to have different states the world over pass and domesticate the antiterrorism bill. Comparing And Contrasting International Criminal Justice Systems (Civil Law, Common law, and Islamic Law and Socialist Law traditions) According to Dammer and Albanese (2010), the difference between civil and common law is that the latter is based on case laws and customs, while civil law mainly depends on the principle of legality and Roman law. In the common law, the judge will have to use inductive reasoning about facts presented to him, while in civil law, the judge uses deductive reasoning. In common law, the court of law can fashion an equitable solution, as one th at is fair. In civil law, it is inappropriate for the court to contrive a remedy that is not prescribed in the code. Again, in common law, the judge and jury may preside over the case, as opposed to the civil law where as panel of judges, or just one judge may preside over the case. Islamic law on the other hand appreciates human action by dividing them into the permitted [halal] and the prohibited [haram]. These are also further subdivided into different degrees of good or evil, through the use of various descriptions such as forbidden, objectionable, neutral, recommended and/ or obligatory. The source of Shariah or Islamic Law is the Quran and Islamic tradition such as Hadith. The verdict arrived at are therefore a derivation of religious views in the Quran, the Hadith and interpretations of religious scholars. The verdicts that are issued under Islamic Law are harsh since offences committed are deemed to have been committed against God. Similarly, democratic principles and even g ender parity do not feature therein. Discussing the Impact That Cyber Crime and Technology Have Had On Worldwide Justice Systems It is a fact that cybercrime and technology have impacted judicial systems, worldwide. For

Sunday, September 22, 2019

Business Models and Planning Assignment Example | Topics and Well Written Essays - 250 words

Business Models and Planning - Assignment Example In addition, development in e-business and its associated effects that caused transitions in business models identified periodic challenged in existing business models and established the need for improved models. Efficiency and effectiveness needs towards optimal profitability in e-business models facilitated this. the e-business revolution was therefore important because it identified needs transition in business models.1 Strategy and structure are supplementary elements in implementation of business models to achieve objectives. While strategy forms the basis of a model through development of objectives, structure establishes a framework though which the strategic objectives can be achieved through a business model. Dell’s strategy of direct sales is an example. Based on the strategy, the company develops its model around information technology and formulates its structure to focus on the technology-based strategy. Consequently and from a business model persoective, strategy and structure have a suplimentary relation in which structure facilitate success of a

Saturday, September 21, 2019

Not yet forgotten Essay Example for Free

Not yet forgotten Essay There have been many wonderful periods of time in my life and the one I have chosen to talk about here is high school. Not the English type of high school, but the Romanian one: those four years before university. Before I had got there, I had already got used to the idea that school is an unlikely place for friendships to occur and it cant get any better than boredom and stress. Nevertheless, it was with hope and confidence that I stepped into the high school entrance. From the very first day I could feel something was going on well. I had a cheerful feeling and I was very comfortable and motivated. People would mind their own business and, if they had to choose, would rather be nice to each other. It was there that I really met people who appreciated me and with whom I could get on. Each morning here I must make clear that I am a night owl I got up with a smile on my face, even if outside was still dark. I would then take the bus and watch the sunrise on my way to the last station. The buses at that time of the day were terribly crowded and despite the fact that us pupils had special buses on which others werent allowed to board, no-one respected that rule. Afterwards, I would have to walk to the high school for about ten minutes past a great statue of a Romanian revolutionary and fighter which had different backgrounds, depending on the weather. The statue was in front of a cathedral for which the city is famous: an enormous, astonishingly beatiful Orthodox cathedral built in the middle ages. It was a very energizing feeling watching so many people go to work or school in the centre of the city. The buzz managed to nudge me from my semi-conscious state of mind in which I was still, due to the early hour of the morning when I had lessons and had to get up. It is true that the spirit of a place is given by the people in it. Obviously, not all my classmates were great friends, but those who were taught me lots of things about peoples behaviour and what really counts, directly and indirectly. They let me know that I can really be loved for who I am and that being yourself is worth it. The teachers were, for the first time ever, happy to teach us and be part of the education system. The lessons were fun, informative and, although quite tiring, we would all leave the high school at the end of the day with a smile on our face, if not laughing. That single year of high school was definitely one of the most rewarding experiences I have had until now. Sometimes my friends and I would skip classes and go to a pub in the city centre, but these naughty adventures will take their place in another story, another time.

Friday, September 20, 2019

Invisible Contract

Invisible Contract The concept of the invisible contract can also be expressed as psychological contract which entails the unwritten employment relationship between the employer and the employee. It is an unspoken set of beliefs usually hidden or remains invisible, held by both parties which co-exist with the written contract of employment. The psychological contract is used to refer to the perceptions of what both employers and employees have regarding their business relationship based on what they are to give and receive from each other respectively. This concept can be traced back to Ancient Greek Philosophers as well as social contract theorists like John Locke and Thomas Hobbes. Kotter (1973) describes the psychological contract as an implicit contract with specifications of how both the individual and organisation are meant to behave in their employment relationship. The psychological contract is an abstract relationship between employers and employees driven by their perceptions of values. According to Cluterbuck (2005) value has three core meanings and they are value as respect, value as worth and value as beliefs. Value as respect refers to the perceptions of the employees towards the organisation with regards to how the employee feels about working with that particular organisation. If the employees feel that they are contributing positively to the organisation and if these efforts are being recognised by the organisation, the hidden orientation becomes successful. Value as worth on the other hand refers to how the employers and employees create added value for each other through reciprocal rewards. For example, the organisation providing Good pay and providing training and development opportunities for the employees while the employees in turn add value to share holders in order to raise capital. In this proposal various psychological aspects will be described in the context of organization and also its employees and also the appropriate methodology for this research will be discussed for the further completion of the investigation. 1.1 Research Question What is the role of the invisible contact or psychological contract between employers and employees in Starbucks coffee in City East District? 1.2 Key Aims This research seeks: To compare the Old and New Types of the Psychological contract To explore the opinions of a selection of Starbucks Coffees employees and their managers about their side of the psychological contract. To evaluate the assumptions both employers and employees have towards the concept of the psychological contract. To explore how psychological contracts can be enhanced to increase competitive advantage in supermarkets. To examine the changes in the psychological contract over the years, the reasons for the changes and the influence the new contract is having over both employees and the organisation. 1.3 Background of the Company: Starbucks Corporation is an international coffee and coffeehouse chain based in Seattle, Washington, United States. Starbucks is the largest coffeehouse company in the world, with 16,120 stores in 49 countries, including around 11,000 in the United States, followed by nearly 1,000 in Canada and more than 800 in Japan. Starbucks sells drip brewed coffee, espresso-based hot drinks, other hot and cold drinks, snacks, and items such as mugs and coffee beans. Through the Starbucks Entertainment division and Hear Music brand, the company also markets books, music, and film. Many of the companys products are seasonal or specific to the locality of the store. Starbucks-brand ice cream and coffee are also offered at grocery stores. In May 1998, Starbucks successfully entered the European market through its acquisition of 65 Seattle Coffee Company stores in the UK.   The two companies shared a common culture, focussing on a great commitment to customised coffee, similar company values and a mutual respect for people and the environment. CHAPTER 2 2.0 Literature Review This chapter highlights the major arguments surrounding the concept of the psychological contract. The psychological contract is unwritten and therefore it is merely implied but could be explicit to some extent but not necessarily allow for agreement to the parties involvement. It can differ from individual to individual as well as from various organisations because individuals have various perceptions even with the same terms and conditions it still varies amongst individuals. The concept of the psychological contract can be traced back to Ancient Greek Philosophers and social contract theorists like John Locke and Thomas Hobbes. William Morris described Love of work as a Man at work creating something which he feels will exist because he is working at it and wills it and is therefore exercising the energies of his mind, soul and body (Morris 1870). 2.1 Definitions of the Psychological contract Agyris (1960) has been given credit for bringing to limelight the concept of psychological contract. He describes the psychological contract as a set of practical and emotional expectations of benefits that both employers and employees have of each other. Kotters (1973) defines the psychological contract as an implicit contract between an individual and his organisation which specifies what each is expected to give and receive from each other in the relationship. Morrison and Robinson (1997) on the other hand describe the psychological contract as an employment belief about the reciprocal obligations between that employee and his or her organisations where these obligations are based on perceived promises and are not necessarily recognised by agents of the organisation. According to Schein (1978) the psychological contract was described as a set of unwritten reciprocal expectations between the individual employee and the organisation. According to Goddard (1988), the way psychological contract is managed will determine how successful an organisation will become. The psychological contract entails what both parties to the contract (i.e. the employer and employee) expect from each other based on their employment beliefs and values. 2.2 Types of Psychological Contract Rousseau (1995) describes four types of psychological contract. The first type is the transactional which is short term and there is very little involvement of the parties, employees are more concerned with compensation and personal benefits rather than being good organisational citizens (Robinson et al 1994). The second type of psychological contract is the relational, which is a long term type focuses on more emotional factors like support and loyalty rather than on monetary issues like pay and compensation. The third type is the hybrid or balanced which aims at long term relationships between employers and employees as well as specifying performance requirements. The fourth type is the transitional contract which according to (Rousseau, 1995) does not offer any form of guarantee because of the ever changing nature of the organisations environment.    Short Term  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Long term Transactional (ex. retail clerks hired during Christmas shopping season) * Low ambiguity * Easy exit/high turnover * Low member commitment * Freedom to enter new contracts * Little learning * Weak integration/identification Balanced (ex. high involvement team) * High member commitment * High integration/identification * Ongoing development * Mutual support * Dynamic Transitional ex. employee experiences following merger or acquisitions) * Ambiguity/uncertainty * High turnover/Termination * Instability Relational (ex. family business members) * High member Commitment * High affective commitment * High integration/identification * Stability Table 1: Types of Psychological contract (Rousseau 1995 Pg 17) The psychological contract is an abstract relationship between employers and employees driven by their perceptions of values. According to Cluterbuck (2005) value has three core meanings and they are value as respect, value as worth and value as beliefs. Value as respect refers to the perceptions of the employees towards the organisation with regards to how the employee feels about working with that particular organisation. If the employees feel that they are contributing positively to the organisation and if these efforts are being recognised by the organisation, the hidden orientation becomes successful. Value as worth on the other hand refers to how the employers and employees create added value for each other through reciprocal rewards. For example, the organisation providing Good pay and providing training and development opportunities for the employees while the employees in turn add value to share holders in order to raise capital. There must also be a sense of equilibrium her e so the parties involved feel a sense of fairness. There are two main types of psychological contract and they are the Transactional and Relational Psychological contracts. The transactional focuses on short term and specific monitory agreements with little involvement of the parties where employees are more interested in good benefits and compensations. The relational psychological contract on the other hand is a long-term contract that focuses on support and loyalty rather than on monitory issues, it is a more emotional contract. Rousseau (1990) categorisation of obligations as relational or transactional is shown below (Table 2) Employer  Ã‚   Obligations: Transactional Employer Obligations: Relational Employee Obligations: Transactional Employee   Obligations: Relational Advancement Training Notice Overtime High Pay Job security Transfers Loyalty Merit Pay Development No competitor support Extra role behaviour Support Minimum Stay Source:   Rousseau (1990) Table 2: Categorisation of employer and employee obligations as Transactional or Relational 2.3 Changes to the Psychological contract The concept of the psychological contract has led Academics to carry out a vast and in-depth research on the subject matter. The concept of the psychological contract has changed over the years and this chapter will describe its changes. Holbeche (1998) noted that the old psychological contract existed before the 1980s where employment was guaranteed as long as employees continued to perform their best at work. The change occurred from the 1980s to the present as a result of emergent challenges to corporate strategies which were being influenced by economic turbulence. There was an urgent need by organisations to adopt change to deal with economic downturns and as a result of this most organisations began the process of downsizing and began to focus more on their core business and outsource other peripheral activities. These business strategies were required for organisational development and they challenged the old psychological contract that was based on Job security and moved focu s to a new contract that is based on employability. According to Hiltrop (1995), the psychological contract that gave job security and job stability to the relationship of both employees and employers has dramatically altered in the past two decades. He further stresses the change in nature of loyalty and commitment with the emphasis changing from long term careers to current performance. Rousseau (1995) acknowledges these changes by stating that contracts were previously transactional in nature but with the emergence of the bureaucratic era they developed to become relational. The old psychological contract was based on a reciprocal obligation of both employer and employee where employees provided loyalty to employers and employers gave Job security. Various factors led to the change in the psychological contract and they include amongst others the recession in the early 1990s as well as the effects of globalisation. This resulted in a change from the old psychological contract to a new contract. Individual offered: Organisation expected: Loyalty Loyalty In-depth knowledge of organisation Staff with a deep understanding of how the business functioned Acceptance of bureaucratic systems that defined the individuals rate of progress Willingness to build a career slowly through a defined system Willingness to go beyond the call of duty when required Individuals who would put the organisations needs before any outside interests Individual expected: Organisation offered: Job security Job security Regular pay increases Regular pay increases based on length of service Recognition for length of service Status and rewards based on length of service Recognition of experience Respect for experience Table 3: Adapted from Pembertons model of the psychological contract (1998) Table 3 represented above describes the characteristics of the old psychological contract where the organisation provided job security and rewards based on length of service and the employees provided loyalty and commitment on their part. Sparrows (1996) interpretation of this new contract is outlined in table 4 below: Change vs Stability Continuous Change Culture Performance based reward Development Employees for self-development and increasing their employability. Emphasis on development of competencies and technical skills Rewards Paid on contribution Promotion Criterion Performance Promotion Prospects Fewer chances of promotion due to essentially flat organisational structures focus on sideways moves to develop a broader range of skills Relationship Type Transactional rather than relational; no job security guarantees Responsibility Accountability and innovation encouraged Status Fewer outward symbols Trust No longer seen as essential. Emphasis on engendering commitment to current project or team. Table 4: Adapted Sparrows new psychological contract (1996) These changes occurred against a background of economic hardship; redundancies were widespread, unemployment increasing and government focused on reducing trade union powers. The outcome was a more vulnerable and wary workforce. The economic climate forced companies to examine cost reduction as a means of sustaining or increasing profits. Human resource policies were cost effective rather than paternalistic. Staff were increasingly seen as resources who were useful for a specific role and either adaptable or replaceable when that role ended. The new contract is based on the offer of the employer to provide fair pay for the employee as well as providing opportunities for training and development. As a result of this, the employer can no longer offer Job security and as such has weakened the amount of commitment employees have to offer. Atkinson (2002) suggests that the new contract focuses on the need for highly skilled flexible employees who have little or no job security but are highly marketable outside the organisation. Bagshaw (1997) states that, in this new Psychological contract, individuals need to commit to five key areas which have both short term and long term views. They are Continuous learning, Team working, Goal setting, Proactive change management and Personal advocacy and networking (Bagshaw 1997 pg 188). He further argues that if these key areas are focused on, the employees will be raising their values of future employability. Furthermore, the common dialogue between the two parties with similar interests in mind will establish commitment and loyalty. The reasons for such changes were described by Herriot and Pemberton (1997) as the Restructuring and continuous change of organisations led to increased feelings of inequity and insecurity and as a result, motivation was affected negatively. Hall and Moss (1998) demonstrate the shifting of the psychological contract using three stages of adaptation. The first stage, they described as the trauma of change state and they argued that a lot of organisations go through this stage. The second stage they described as adapting to the new contract where they estimated a 7-year period may be needed in order to fully adapt to the new contract stressing its not a linear process and as such it is possible to fall back to previous states. The third stage is described by Atkinson (2002) as the point of gradual change and continuous learning, valuing the employee and offering loyalty to employees based on performance and development. This stage seeks to avoid the trauma of the changing contract by offering fundamental respect for the individuals involved. Hall and Moss (1998) argue that changes to the psychological contract are possible without going through the first and second stages if handled appropriately. Atkinson (2002) further develops two concepts that emerge from long term management of the contract. The first is that organisations that are successful will provide opportunities and resources to enable individuals to develop their own careers through a relational approach. The second is that organisations will need to be more effective in renegotiating contracts and minimising risks of violating contracts (Rajan, 1997). This is because violating contracts will have negative impacts on employee attitudes and motivation. 2.4 Employer and Employee Perceptions Shore and Barksdale (1998) describe a productive employment relationship as one in which a degree of balance in perceived employee-employer obligations exist. This degree of balance suggests a mutual supporting relationship in which employees offer their skills and organisational commitment in return for rewards from the organisation. Winter and Jackson(2006) argue the need to consider both employer and employee perspectives, they suggested that it will enable investigation into the perceptions of mutuality of both parties and through this process, evaluate how well the employer has fulfilled his obligations to the employees and vice versa. Rousseau (1995) states that psychological contracts are formulated in the minds of the individuals and as a result reflect individual beliefs shaped by the organisation in regards to exchange terms between the employee and the organisation (Winter and Jackson 2006). Rousseau (1995) stresses the need for a link between the employees promises and obligations towards the organisation and that of the employer towards the employee. This is because of the differences in perceptions of both employers and employees of what constitutes the conditions of a reciprocal exchange agreement (Winter and Jackson 2006). Figure 1 Contracting Transitions (Herriot et al 1998 pg 102) Figure 1. Above describes the employment relationship of both employer and employee with transitions employees are likely willing to make and what they are able to offer in return. Herriot (1998) describe the process of contracting and negotiating between the employer and employee with a need for organisations to discover individual or group wants and match them with their own wants and offers through negotiation. Holbeche (1998) describes what employers perceptions of employees obligations are, as: Employees will take responsibility for managing their own careers Be loyal and committed Be dispensable when they are surplus to requirements Be adaptable and willing to learn new skills and work processes Holbeche (1998) further suggests the main components of employee expectations as: To be more employable in exchange for job security For organisation to support career development in return for loyalty For high skills and expertise to be recognised and duel rewarded According to Armstrong and Stephens (2005), a positive psychological contract is strongly linked to higher employee satisfaction, better employment relations and higher commitment to the organisation. They further suggest how performance management processes can help clarify the psychological contract and make it more positive through: Defining the level of support to be exercised by managers. Providing non-monetary rewards that reinforce the messages about expectation. Providing a basis for the joint agreement and definition of roles. Providing financial rewards through schemes that deliver messages about what the organisation believes to be important. Shields (2007), states, trust has been discovered to be a critical factor in employee behaviour and outlook. He further argues that when the level of trust between employers and employees fall, employee commitments and satisfaction deteriorate as well as motivation and effort. Guest and Conway (1997) outlined the following set of practices as having the most positive influence on employee work attitudes and behaviour and they are: Job security Training Opportunities High Pay Open communications Employee involvement programs According to Turnley et al (2003), psychological contract breach results in a number of negative results which include, lower levels of employee commitment, increased cynicism, reduced trust, reduced job satisfaction and high turnover. 2.5 Employee Motivation and the Psychological Contract Employee Psychological contracts are defined by Flannery (2002) as the important additional component to an employees job description which makes the job worth doing and reflects the main source of employees motivation. These contracts are part of what motivates employees to be productive at work and enables them to give their all at work. Shore and Barksdale (1998) discovered that employees reported higher levels of commitment, lower levels of turnover and higher organizational support when their employment relationships with their organisations were fulfilled. Rousseau (2004) suggests three ways in which employees design their own psychological contract. First, through their career aspirations, employees make different commitments to the organisation based on whether they view it as a long term employment possibility or a short term one which they need to move on to attain better opportunities. Employees with a stepping stone perspective tend to adopt transactional contracts while employees with long term employment possibilities tend to be more relational in contract nature. The second determinant is the personality of the individual, employees that are highly neurotic will tend to adapt more transactional contracts because they tend to reject actions by organisations to build relationships while conscientious workers on the other hand who possess great value for duty are more likely to have relational contracts. Thirdly, Rousseau states that employees who have negotiated special arrangements that are not usually available to others usually believe they relational contracts. This is because they have negotiated for opportunities for training and development which are special arrangements and a feature of relational contracts. A survey conducted by Guest and Conway (1997) on The Motivation and effort of employees discovered that the more motivated employees had a more positive psychological contract which presupposes that employees who are satisfied with their jobs and committed to their organisations report higher levels of general motivation so also do those with a positive psychological contract (Guest and Conway 1997). It was also discovered that attitudes have the highest influence on reported levels of motivation. Osteraker (1999) suggests there is a link between values and needs stating that individual needs, influence motivation and those needs determine how individuals will behave. Osteraker (1999) further stresses that values and attitudes can change over time due to a change in the organisation such as downsizing and restructuring.   2.6 Culture Hofstede (1984) suggests that different cultures imply different mental programming that controls activities, values and motivations. Therefore, organisational commitment is a psychological state that characterises the employees relationship with the organisation (Kong 2007). Culture is described as consisting of a system of values, attitudes, belief and behavioural meanings shared by members of a society (Thomas et al 2003). According to King and Bu (2005) employees of different cultural traditions and socio-economic environments are more likely to have very different perceptions on employer-employee relations. The type of psychological contract that individual employees will form with their employers is influenced by the personality traits, societal values and cultural norms of that particular individual (Raja et al 2004). This further implies that individual personality traits and cultural norms could provide a system that will explain why employees facing similar work environment and work conditions may form very different employment relationships with their employers (Zhao and Chen 2008).   These norms, values and beliefs provide a framework that will determine the way individuals behave and act accordingly. Individualism is defined by Gould and Kolb (1964) as an emphasis on ones self as separate from the others and an end in itself. The individual is independent and self reliant believes in self development and competition. In collectivism, the self often overlaps with a group. The main focus is on cooperation with a group, interdependence, social norms with the group comprising of t he main unit of social perception with individuals viewed as embedded in a universe of relationships (Lebra 1984). According to Thomas et al (2003)   individualism refers to the tendency to be more concerned about consequences of behaviours of ones personal goals through viewing oneself as independent of others while collectivism on the other hand refers to view oneself as interdependent with selected others with consequences of behaviour for the group as a whole and group interest. Research carried out by Zhao and Chen (2008) discovered, that individuals with an individualistic cultural value tended to form more transactional psychological contracts while people with a collectivism cultural value formed more relational contracts. It was discovered that collectivism motives tend to avoid differentiation and focus on relational contracts while self motives were more transactional in nature. This goes in line with research conducted by Lee (2000) where it was discovered that relational contracts are more likely related to behaviour in work groups in Hong Kong than in the United States. 2.6.1 Culture, Personalities and the Psychological Contract Rousseau (1995) outlines the two most important influences of employees psychological contract and they are both the organisational influences and employees personal dispositions. According to Tallman and Bruning (2008), the way employees interpret information from their employers, their observations of actions and activities in the workplace, together with their personal dispositions are theorised to create idiosyncratic contract attitudes in the minds of employees. Additionally, if management understand the factors that influence the development of employee psychological contracts, they may be able to manage these contracts more effectively (Tallman and Bruning 2008). Research carried out by Raja (2004) established a link that connected several facets of employee personality to their psychological contracts. Their research examined personality traits, including extraversion, conscientiousness and neuroticism and the extent to which these personality constructs related to employees choice of a transactional and relational psychological contracts. People high in neuroticism have poor job attitudes and they are unlikely to give of themselves other than what is necessary to maintain their jobs (Tallman and Bruning 2008). Kichuk and Wiesner (1997) further argue that people high in neuroticism are fearful, angry and functions as poor team performers with poor attitudes towards change. N

Thursday, September 19, 2019

The Role of Language in Shakespeares Play The Tempest Essay -- The Te

The Role of Language in Shakespeare's Play The Tempest 1 The role of language in Shakespeare’s play â€Å"The Tempest† is quite significant. To Miranda and Prospero the use of language is a means to knowing oneself. Caliban does not view language in the same light. Prospero taught Caliban to speak, but instead of creating the feeling of empowerment from language, Caliban reacts in insurrectionary manner. Language reminds him how different he is from Miranda and Prospero, and also how they have changed him. It also reminds him of how he was when he wasn’t a slave. He resents Prospero for â€Å"Civilising† him, because in doing so he took away his freedom. Language and knowledge is the key to power on the island. Prospero is a well educated man, and has many books, which gives him his magical power. Prospero rules the island and has many creatures under his command. He possesses so much power that he can even cause weather to change and indirectly the fate of the people who were shipwrecked on the island. William Sherman has the opinion â€Å"Knowledge was magical, and sometimes even entailed magic. But the attacks on libraries, the condemnations for conjuring, and the polemical complaints betray a deeper and more significant phenomenon: there were in early modern England dramatic uncertainties about the power of information and those who possessed it. (Cited in Jardine 1996: 105) Throughout the whole play there is evidence of power, someone in possession of it and another subordinate to the person with the power. Mostly this happens in the scenes with prospero, as he is almost an omniscient and omnipotent character, with god-like qualities. He has the means to change many things not possible for humans, because of his magic and his power over magical creatures such as Ariel. Caliban also does the will of Prospero; But, as ‘tis, We cannot miss him: he does make our fire, Fetch in our wood, and serves in offices That profit us. What, ho! Slave! Caliban! (I.ii.351-53) The shipwrecked people also play into Prospero’s hand, but they don’t even realize this. Even Miranda is dutiful to her father, and does what he says with little complaint. There is a hierarchy on the island, with Prospero on top of the list. Lorie Jerrell Leininger writes in her article â€Å"Miranda is given to understand that she is the foot in the family ... ...epresents every person that has been colonized by Europe, and their attempt to civilize the savages. Their method of civilizing and to maintain a firm grip on their savage labourers was language. It was their means to communicate and control the people who they didn’t consider as themselves and a means to discriminate against it. This is reason why Caliban resists and rebels against Prospero and disparage the language he has been taught. To him it is the loss of freedom and the agency through which he is being discriminated against. References: Knight,G.Wilson. â€Å"The Shakespearean Superman: An essay on The Tempest.† The Crown of life: Essays in Interpretation of Shakespeare’s Final Plays. Oxford: Oxford University Press, 1947. 203-255 Leininger, Lorie Jerrel. â€Å"The Miranda Trap: Sexism and Racism in Shakespeare’s Tempest.† The Woman’s Part: Feminist Criticism of Shakespeare. Eds Carolyn Ruth Swift Lenz et al. Urbana: University of Illinois Press, 1983. 285-294 Smith, Ian. "When we were capital, or lessons in language: Finding Caliban's roots." Shakespeare Studies 28 (2000): 252-256 Tomlinson, Gary. "The matter of sounds." Shakespeare Studies 28(2000):236-239

Wednesday, September 18, 2019

Sorting Through the Terms :: Technology Electronics Essays

Sorting Through the Terms With new technological advances everyday, and variety of features on competing products, it is difficult to decide which make or model of a product to buy. The average consumer is overwhelmed with information provided by the manufacturers and retailers. Digital video cameras are a great example of a product with constantly changing features that often leave potential buyers confused and paying for features they will not use. Terms like Hi-8, stabilizer, mega pixels, or LCD screen size get lost in the mix. By breaking down the various features, and how much they affect the final product, can help consumers maximize their dollar. Once gaining a better understanding of how the various features affect the performance, the perspective buyer can compare cameras and make a more informed decision. After a brief description of some of the more important features on these video cameras, I am going to look at two similar cameras, the GR-D93US by JVC and Panasonic’s VDR-M50. These are similarly priced, but differ somewhat in the technology. The first thing to consider when purchasing any new electronic is what the intended use is. Many people want a camera to archive memories. Some are interested in recording and editing the video into a more sophisticated film---possibly for company promotions or very low-budget films. A select few may have a serious interest in this area and want to put quite a bit of money into this, but for our purposes, we will assume not. There are hundreds of models out there which can range from $300 to over $3000, but the truth is the average person is not in the market for the high-end camera, so we will look at the more popular hand-held cameras and what effect all the features have on the price. Digital Zoom vs. Optical Zoom: The numbers associated with zooms can often be misleading. Advertisers try to entice the buyer with large digital zooms, when in fact these numbers should not impact your decision. With simple computer editing, a digital zoom can be achieved, and in fact using the digital zoom on the camera can often make the video quality worse. The important quality to consider with zoom is the optical zoom. This describes the amount that the actual lens can zoom in on the subject.

Tuesday, September 17, 2019

Creating a Prototype Security Gate with Lego Mindstorm Essay examples -

SECURITY GATE Abstract: For many years many people have used security gates to take care of parking lots, buildings, and roads. It all started with people watching over restricted areas. Nowadays, we have a more sophisticated system for security gates. You usually have to stop and put a card into the machine or pay a certain amount of money. The problem is that you must stop and reach out to insert something in order for the crane arm to lift up. We have thought of an idea to improve this current procedure. We have thought of installing a special code or device in cars so that every time it stands in a security gate, it sends a code to the security gate, and if it’s the right code, allow the car in. Using Lego Mindstorm, we made a prototype of such a car. We downloaded a NQC code into the RCX of the car(s) and security gate. The NQC will only let the car with the right code in, but it will sound an alarm for all the cars that do not have the correct code. This will keep everything safer, make the procedure faster, and hopefully make everything easier for everyone. Background: Security gates were invented a long time ago. It even surprised us when we read the article, â€Å"Toll Roads in the United States† on Wikipedia and found out that they started to come out in the 1790’s. Security gates are also known as turnpikes, toll roads, and toll pikes. Years ago, people would stand in a certain place on a road and collect fees from people who used that particular road. After several individuals noticed that a lot of people were doing this to get money, they eventually got together to from companies. These companies used the money to improve the roads instead of collecting the money and keeping it to themselves. The... ... SendMessage(3); ClearMessage(); Wait(1); } */ SendMessage(3); Wait(1); SendMessage(3); PlayTone(1800, 200); On(LEFT+RIGHT); Wait(200); find(); follow(); } } Rejected Car: //motors and sensors #define LEFT OUT_A #define RIGHT OUT_C #define EYE SENSOR_2 //threshold #define BLACK_LIGHT 34 #define BLACK_DARK 38 task main() { SetTxPower(TX_POWER_HI); SetPower(LEFT+RIGHT, 1); SetSensor(EYE, SENSOR_LIGHT); On(LEFT+RIGHT); Fwd(LEFT+RIGHT); until(EYE>BLACK_LIGHT && EYE Wait(8); Off(LEFT+RIGHT); ClearMessage(); repeat(10) { SendMessage(4); } until(Message() !=0); //ClearMessage(); //until(Message() !=0); if(Message() == 5) { Wait(120); On(LEFT+RIGHT); Rev(LEFT+RIGHT); Wait(120); SetPower(LEFT+RIGHT, 7); Fwd(LEFT); Rev(RIGHT); Wait(95); SetPower(LEFT+RIGHT, 1); Fwd(LEFT+RIGHT); Wait(100); Off(LEFT+RIGHT); } }

Monday, September 16, 2019

Describing Language And Language Skills Education Essay

Teaching is a multidimensional activity that involves societal, educational, pedagogical, linguistics, personal, and cognitive dimensions. In the last 20 fiveyears, in general instruction the cognitive dimension of instruction has been recognizedas cardinal to successful instruction. The last decennary has witnessed steady growing in thestudy of instructors ‘ knowledge. Research workers have paid more attending to the survey of instructors ‘ belief about instruction, acquisition, scholars, and the impact it has on learning patterns, activities, and larning results ( Tillman, 2000 ; Shavelson, and Stern,1981 ; Burns, 1992 ; Eisenhart et. al. , 1998 ; Fang, 1996 ; Richardson, 1996 ; Kagan,1992 ; Reynold, 1992 ) . Research into instructors ‘ knowledge has non been restricted toone or few specific subjects or content countries. The impact of instructors beliefs on their instruction is being studied across subjects and educational scene every bit diverse as general instruction, mathematics ( Ernest 1989 ; Shuck 1997 ; Karaagac and Threlfall ; Raymond, 1997 ) , second/ foreign linguistic communication acquisition, ( Farrell, and Patricia,2005 ) , reading ( Beach, 1994 ) , and chemical science ( Brisco, 1991 ) . It has been studied in pre-service and in-service contexts, different educational degrees: kindergarten, simple schools, high schools and grownup instruction. During 1980s and the old ages after, research workers investigated a figure of different facets and dimensions of instructors ‘ knowledge. The chief focal point was on analyzing the manner instructors think about their ain work, their mental procedures in planning and transporting out their instructions, the sort of determinations made in the class of instruction, and how these beliefs may alter over clip. Some of the research countries in teachers'cognition include analyzing instructors ‘ knowledge in general and how they construct their constructs and theories of instruction ( Clandinin & A ; Connelly, 1988 ; Leinhardt,1990 ) , instructors ‘ apprehension of the instruction procedure ( Peterson & A ; Comeaux,1987 ) , instructors ‘ belief about instruction, pupils, instructors, and the acquisition procedure every bit good as their ain efficaciousness in bring oning alteration in their pupils ( Hollingsworth, 1989 ; Kagan & A ; Tippins, 1991 ; Tamir, 1991 ) . A nother country of research in instructors ‘ belief is analyzing the instructional ideas, actions, and determination devising in the schoolroom ( Fogarty, Wang, & A ; Creek, 1983 ; Magliaro & A ; Borko, 1986 ) . Changes in teachers'beliefs that occur as a consequence of professional growing and instruction experiences have besides been examined ( Bullough, 1991 ; Calderhead, 1991 ) . Teachers ‘ beliefs are non easy to specify. Nor are they easy to operationalize and analyze. Kagan ( 1992 ) views them as tacitly held premises and perceptual experiences about instruction and acquisition. Pajares ( 1992 ) and Richardson ( 1996 ) view them as personal concepts of instructors that can assist understand their determinations and instruction patterns. The belief system consists of the information, attitudes, values, theories, and premises about instruction, acquisition, scholars, and other facets of instruction. Some of these beliefs are rather general while some are really specific. Harmonizing to Johnson ( 1994 ) instructors ‘ beliefs influence their judgement and perceptual experience, the schoolroom activities they use, and it can lend to the betterment of learning patterns and teacher instruction plans. The belief system is argued to function as a base for the activities and patterns instructors use in the schoolroom. It guides instructors in the class of the patterns they have in the schoolroom. Hampton ( 1994 ) contends that instructors ‘ beliefs can find the manner they approach their instruction. In brief, research findings show that instructors have complex thought and reading of instruction and the context upon which they reflect, decide, and act was a broad and rich mental context ( Elbaz, 1983 ; Clandinin, 1986 ) . There are different ways instructors may develop their beliefs. It can be socially constructed as a consequence of their ain personal experiences and influences of the scenes in which they work. Teachers ‘ beliefs are built up over clip. They are derived from instructors ‘ preparation plans, pre-service plans, and prior acquisition and instruction experiences. Brog ( 2003 ) and Richards, Gallo and Renandya ( 2001 ) argue that instructors ‘ beliefs are derived from their anterior experiences, school patterns, educational theory, reading, their single personalities, and a figure of other beginnings. Eisentein-Ebsworth and Schweers ( 1997 ) see instructors ‘ positions shaped by pupils ‘ wants, syllabus outlooks, and anterior experiences. This cognition may alter over clip as instructors interact with pupils and acquire feedback from them. Following the involvement in general instruction and teacher instruction in teachers'cognition, research workers in 2nd linguistic communication acquisition took the thought and started to analyze linguistic communication instructors ‘ pedagogical beliefs in 2nd linguistic communication acquisition ( Breen,1991 ; Cumming, 1993 ; Freeman & A ; Richards ; 1996 ; Johnson, 1994 ; Richards, 1998 ; Richards & A ; Nunan, 1990 ; Woods, 1996 ) .Teachers ‘ belief is now viewed as a complex cognitive activity ( Farrell and Patricia, 2005 ; Brog, 2003a, 2003b. ; Mitchel and Hooper, 1992 ; Johnston, and Goettsch, 2000 ) . Research into instructors ‘ knowledge has both provided good penetrations into instructors ‘ knowledge at the same clip raised more inquiries about several issues of instructors ‘ beliefs. A more specific facet of instructors ‘ knowledge in linguistic communication instruction is instructors ‘ beliefs about grammar and different facets of grammar instruction. Some of the inquiries that have non been yet answered include how much clip should be devoted to grammar? What grammatical points should be taught? How should grammatical points be sequenced? What activities are more appropriate for different contexts? Grammar has a contested nature and its instruction and acquisition has seendifferent yearss. Grammar instruction has ever created uncertainnesss and raised complex and challenging pedagogical, lingual and curricular issues. With the outgrowth of a new method or theory grammar becomes the centre of attending and with the death of the theory or pattern it would be wholly abandoned. For times grammar was cardinal to category activities and at times it was overlooked. With such fluctuation it is non hard to conceive of linguistic communication instructors develop different positions on grammar in the procedures of going a instructor. In the late 1980s forsaking of focal point on signifier was advocated by communicative motion. In the last decennary the issue of focal point on signifier has been a hot subject and raised many inquiries and challenges to applied linguists and linguistic communication instructors. There have been a figure of surveies on instructors ‘ beliefs about grammar and grammar instruction. Ng & A ; Farrell ( 2003 ) and Yim ( 1993 ) investigated the extent to which instructors ‘ theoretical beliefs influenced their schoolroom grammatical patterns, and found grounds to propose that what instructors say and do in the schoolroom are governed by their beliefs. Farrell ( 1999 ) examined the belief system of pre-service instructors of English grammar in footings of its influence on instruction pattern, and found grounds to propose that these beliefs may be immune to alter. Similarly, Richards, Gallo, and Renandya ( 2001 ) examined the beliefs of a group of in-service class instructors about grammar. The consequences showed that many instructors followed a communicative attack to instruction, while some of the respondents stated that they had house belief in the importance of direct grammar instruction in linguistic communication learning.They besides stated that th eir EFL/ESL pupils asked for grammar instruction. Research into the impact of formal grammar instruction has covered several facets of grammar instruction. These include inductive versus deductive approached to the instruction of grammar ( Shaffer, 1989 ; Dekeyser, 1995 ) , feedback and rectification of mistakes ( Chaudron, 1977 ; Dekeyser, 1993 ) , usage of grammar nomenclature in grammar instruction ( Berman, 1979 ; Garrett, 1986 ) , and impact of grammar pattern on L2 acquisition ( Ellis, 1991 ; Johnson, 1994 ) . In malice of big volume of research in this country consequences are inconclusive and as Borg ( 1999 ) discusses our apprehension of the procedures of grammar instruction as perceived by linguistic communication instructors has still a long manner to travel.

Sunday, September 15, 2019

Greener Forms of Generating Electricity

A power station is a facility which is used to generate electric power. iAt the center of nearly all power stations is a generator, a rotating machine that converts mechanical energy into electrical energy by creating relative motion between a magnetic field and a conductor. In Bosnia there is a lot of hydro power plants, the biggest ones are: Grabovica, Jablanica, Salkovac, Visegrad etc. There are three different types of power plants, thermal power plants, hydro power plants and solar power plants. In order to make our lives and the lives of our offspring better, we need to investigate and design new greener ways of converting mass amounts of energy into electricity. Solar power plants use an endless power, which is the sun. Beams from the sun hit mirrors which convert the suns energy into electricity. Approximately, every 7. 2 hours, 3. 6kWh electricity is produced. Solar power is clean and green and it can provide enough energy. However, the downside to this type of power is that it isn't cheap. Building a single mirror of 3. 8 meters by 1. 6 can cost up to $60. 00. These mirrors are state of the art which capture the suns light, and turn it into energy. Thermal power plants are bad for the environment because they contribute to global warming by burning fossil fuels. These power plants are still in use today, because they provide a lot of energy and coal is cheap, so it can be burned in large quantities. Most houses today are supplied either by thermal or hydro. Thermal is very bad for the environment and since the industrial revolution kicked in global temperatures have been rising. Another type of power is wind power. Wind turbines are rotary devices that get provide energy using the air. This type of technology is not to be sniffed at as wind power can sometimes provide more energy than burning coal. There is a downside to this as well. Staying green and using wind powered turbines can cost a lot of money. Staying green and investing in these ideas will matter in the future. By burning excess fossil fuels we are creating green house gasses which are heating up the planet, thus destroying a lot of environments. (2) In Bosnia, the biggest hydro power plant produces around 170. 00 cubic meters of water that reach speeds of 60 km per hour. This is enough water to fill up around 100. 000 Olympic swimming pools every day. Hydroelectric stations have been up and running for about 100 years, and since been scientists have been searching for a way to harvest the energy better. The main idea behind these power stations is to convert the energy of flowing water into the flow of electrons or electricity. Most hydroelectric stations use either water diverted around the natural drop of the river such as a waterfall or rapids. In addition to this a damn is also built across the river to raise the river to create the drop needed to provide a force. Water in the higher level is collected in the reservoir, which flows into the pipe called the pen star which carries it down to a turbine water wheel at the lower water level. The water pressure increases as it flows down the pen star, it is this pressure and flow that drives the turbine which is connected to the generator. Inside the generator is the rotor which is spun by the turbine. Electro magnets are attached to the rotor located within coils of copper wires called a starter. AS the generator rotors spin the magnets, a flow of electrons is created in the coils of the starter. This produces electricity that can be stepped up in voltage through the stations transformers and sent to this transmission lines. The following water the proceeds down the river. Most of our energy comes from the spinning of the rotor of the AC generator in power stations like Nuclear power stations, thermal and hydro power stations. An AC generator is a device which converts mechanical energy into electricity. The working of an AC generator is based on electromagnetic induction which states that whenever the flux passing through a circuit changes, an EMF is induced in it and a current begins to flow. The direction of this is given by Lenz`s law or Flemings right hand rule. Lenz`s law which is more commonly used states that the direction of the induced current is such as to oppose the very cause producing it. (1) In our homes we use open electrical circuits which is very important as with them we do not use direct current. If we were to use direct current many more fires caused by electricity would happen and appliances would not function well and they would simple burn out. We need electric circuits for everything, they are what keeps our appliances running safely. Today using thermal power plants is a big problem as it affects many factors. Countries in the EU have to follow certain conduct when it comes to power plants. For instance Nuclear power plants have to have the right materials, funding etc, thermal power plants have to have filters, can`t produced to many greenhouse gasses etc. the waste that comes out of these plants are often dumped into the rivers or oceans, this kills a lot of marine wildlife which local farmers depend on. These power plants also affect our environment; they can both help and destroy our environment. The waste produced in power plants is often thrown out in the forest, or lakes and seas. On the other hand solar and wind power can help with the environment by providing a clean way to get energy.

National Council of Teachers of Mathematics

National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Edwina Schweitzer Grand Canyon University: EED 364 November 25, 2012 The National Council of Teachers of Mathematics (NCTM) is a council that has set in place standards that are to be followed and adhered to when creating mathematical lesson plans. These standards are national and require a lot of the teachers as far as what and how they teach math. While there are many choices of lesson plans that support the standards set by the NCTM regarding number sense and operations, only four will be used to fulfill the following criteria. . Four lesson plans were chosen to illustrate the support of the NCTM standards: A. Problem-solving: Math, episode 1, (Discovery Education, n. d. ) is a lesson plan that helps students understand the importance of numbers. In this lesson the objectives are to show the students the importance of numbers in math, and show examples of how they are used in everyday life. The stud ents start out by watching the video, Problem-solving: Math, episode 1, and then talking about all of the numbers that they see in the classroom, such as the numbers on a clock or how many paint brushes or windows there are.The students are then asked to imagine a world without numbers and give ideas of how things would be different. They are then asked to write down examples of how they have used numbers, such as dividing candy among friends, being first in line, or being measured at the doctor. They are then asked to share these examples with the class and post them as a reminder of the importance of numbers in their everyday lives. B.Activity 3: Exploring the effect of operations on decimals, (Illuminations, 2000-2012) is a lesson plan that gives students the opportunity to â€Å"explore the effects of addition, subtraction, multiplication, and division on decimal numbers. † This lesson provides a Maze Playing Board sheet that allows students to play a game while making th eir way through the maze. The object of the maze is to finish the maze with the highest decimal number. Examples of addition, subtraction, multiplication, and division of decimal numbers are shown on an overhead projector for the students to see as a visual aid.This activity requires the use of the calculator, which provides practice using a calculator while having fun with a maze. The students are then put into groups of three to discuss their results. C. I’ll halve s’more please!! (Jackson, n. d. ) is a lesson plan that uses fractions to solve riddles provided in a PBS episode of Cyberchase, entitled Zeus on the Loose. The students watch the episode and then use fractions to solve the riddles while learning the parts of the fractions and their importance in everyday life.There is a handout that is included with the lesson plan and a list of materials, including s’mores ingredients, large numbers and a bar of paper cut out for fractional use. D. Life is Full of Problems, (Young, n. d. ) is a lesson plan that helps students learn how to read, interpret, and devise a solution to math problems. This lesson requires the use of mental solving, paper and pencil, and calculator usage. The students learn to double check their answers for correct procedures and solutions. There are several ideas listed in this lesson plan that may fit into any diverse classroom.This is a lesson plan that is particularly good for encouraging mental solving of mathematic equations. While the mental solving is attempted first, they may check their mental answers by working the problem out on paper, then double checking themselves with the calculator. This incorporates three different means of problem solving, and not only teaches the importance of mental capabilities, it enables the students to finish with the use of calculators. 2. The methodology of number sense is used in each of the lesson plans in various ways. Problem-solving: Math, episode 1, (Discovery Educat ion, n. . ) includes a vocabulary list that the others do not. â€Å"Vocabulary is an integral part of developing the skills and concepts necessary to explain solutions to problems,† (Camelot Learning, n. d. ). All of the lessons use number importance and provide activities to enhance this importance. Even though some of these activities may not have vocabulary words to accompany the lesson, they could be incorporated into them. If the higher grades already know the vocabulary words for the lessons being taught, they could be a refresher so that the students did not forget them. 3.The activities that were included in these lesson plans include mathematical operations such as addition, subtraction, multiplication and division of decimals and fractions. Calculators are used in two of the activities, and the importance of the use of numbers is emphasized in all activities. Problem solving techniques are given as examples and the students are encouraged to improve on them through the completion of the activities. One lesson plan even includes a S’mores snack in the activity. Students would not only get to work with S’mores, but eat them afterwards! 4.These websites are appropriate for K-5th grade students, depending upon the lesson being taught and the extent to which the teacher would like to instruct it. All of the lesson plans are adaptable for students, but grades 3-6 seemed to be the best to benefit from them as they are listed. A couple of the lesson plans included variations that could be made simpler or more difficult, depending upon the grade and needed difficulty level. This variation in difficulty is also good for the differentiation of the students. 5. The lesson plans all provided ideas for differentiated instruction.These were also ideas that could be used for different grade levels, depending upon how in-depth the teacher wanted to go. Small groups were assigned to discuss the results of some of the activities. This could be hel pful with those students that have greater challenges and may struggle with their activities. Some of these activities could be made partner activities to help ELL students or those that may tend to be slower academically. 6. These lesson plans are important to the student’s understanding of mathematics because all of the lesson plans contained vital knowledge of the importance of numbers in everyday life.The students need to learn the components of these lessons to be successful at anything in life, as they are basic but important components. All of these lessons show the students how numbers surround them and that without numbers their world would not be the same at all. They constantly use numbers on a daily basis, right down to their phone number, address, age, size of clothes, and how tall they are. By providing the examples of this and then providing the opportunity for hands on activities to illustrate this importance, the students may be less likely to make the commen ts, â€Å"Why do I have to learn this? I will never use this! 7. The activities within the lesson plans could improve student achievement by providing the visual, hands on activities necessary for student understanding and growth. By allowing the students to participate in the activities and have fun, they will remember the concept being taught better because they have witnessed how important it is and have learned by the fun activities provided. The success of the students can be far greater when they are allowed to participate in hands on activities as opposed to simply being lectured on a particular concept. It is always easier to remember something when you had fun doing it.This principle is the same with lessons. The more opportunities for the students to do activities or games that pertain to the lesson, the better chance the students have to remember the concept being taught. This is only a success builder in academics. 8. Manipulatives were used in all of these lessons to s ome extent. The Problem-solving: Math, Episode 1 lesson plan could use a few more ideas for manipulative use. Where the students were asked to look around the classroom and find things that contained numbers, they could choose items from the classroom to total one to ten items.This could be done by counting out one book, two sheets of paper, three markers, four crayons, etc. Manipulatives may be changed or increased in any of the lesson plans, depending upon the teacher and how he/she chooses to provide them. The four lesson plans that were chosen and described all adhere to the standards set in place by the National Council of Teachers of Mathematics (NCTM). Each lesson plan had the NCTM link or listed standards included in the body of the lesson plans. These standards are important for teachers to be aware of and use when creating lesson plans for mathematic instruction.By having these standards set in place and using them, all of the students will have the same emphasis and impor tance put on number sense and operations, regardless of grade level or school. Reference Camelot Learning. (n. d. ). Camelot learning math intervention curriculum. Retrieved November 25, 2012 from http://www. camelotlearning. com/why-camelot/methodology. Discovery Education. (n. d. ). Problem-solving: Math, episode 1. Discovery education. Retrieved November 25, 2012 from http://www. discoveryeducation. com/teachers/free-lesson-plans/problem-solving-math-episode-1. cfmIlluminations. (2000-2012). Activity 3: Exploring the effect of operations on decimals. Illuminations. Retrieved November 24, 2012 from http://illuminations. nctm. org/LessonDetail. aspx? id=L252. Jackson, C. (n. d. ). I’ll halve s’more please!! National teacher training institute. Retrieved November 25, 2012 from http://www. thirteen. org/edonline/ntti/resources/lessons/m_half/index. html Young, K. (n. d. ). Life is full of problems. Retrieved November 25, 2012 from http://www. learningpt. org/pdfs/mscLes sonPlans/young. pdf ———————– National Council of Teachers Page 2

Saturday, September 14, 2019

Laughters

Laughters A wise man say, â€Å"A laugh is a smile that bursts. † A very good morning Madam Chairperson, honourable judges, distinguished time keeper, and members of the floor. Ladies and gentlemen, it is indeed and honour to be given the chance to stand here in front of you, the audience. My task today is to share with you about, â€Å"Laughters. † Parents of newborn babies learn quickly there are many different ways for a baby to cry. One type of cry means the baby is hungry, another says the child needs to be changed and yet another may mean it simply wants some attention.Though these cries may seem indistinguishable to an outsider, parents learn to respond with exactly what their child needs. Parents don't tend to put as much thought into what their child's laugh might mean, unless it sounds really weird and indicates an attack to the people surrounding. In fact, very few people think about differences in laughter at all. We often ask ourselves, why do we laugh? The answer may seem obvious: We laugh when we perceive something funny. But the obvious answer is not correct, at least most of the time.According to the expert Robert Provine; A PhD neurobiologist and Professor of Psychology at the University of Maryland, Baltimore County, most laughter is not in response to jokes or humor. Laughter isn't under our conscious control. Infants laugh almost from birth. In fact, people who are born blind and deaf still laugh. So we know it's not a learned behavior. Researcher also says that laughter may be just a simpler way to communicate and show agreement over certain matters.Laughter is a mechanism everyone has. It is part of the universal human vocabulary. All members of the human species understand it. Unlike English or Bahasa Malaysia or French, we don’t have to learn to speak it. We’re born with the capacity to laugh. Laughter is a message that we send to other people. We know this because we rarely laugh when we are alone, do we? La ughter is also specifically a social structure, something that connects humans with one another in a profound way.According to Provine’s findings, people are 30 percent more likely to laugh in a social setting that warrants it than when alone with humour-inducing media. That means that you're more likely to laugh with friends while watching a comedy together than when you're watching the same show or movie by yourself. Though there are many ways to laugh, from giggles to guffaws and from chuckles to cackles, it turns out that we humans laugh for many reasons, some of them are odd. So what are some of the different types and reasons for all the laughter?In first place, The Fake Laughter. This type of laughter comes in handy as a way to get along with others, that’s why sometimes we laugh at things that just aren’t funny, whether we’re with our boss, with our teachers or with our friends. Second, The Contagious Laughter. Imagine you're out for dinner with a group of friends. Someone tells a joke and gets one person laughing, which gets a second person laughing, and it continues to one another. Hence, a circle of laughter is created. Is catching laughter like catching a cold?It's very likely. Besides that, The Nervous Laughter. During times of anxiety, we often laugh in a subconscious attempt to reduce stress and calm down. Laughter lowers the levels of at least four hormones that are associated with stress, so after a good giggle you should be far less tense and anxious. However, nervous laughter usually just heightens the awkwardness of the situation. Let’s move on to The Belly Laughter. Belly laughter is considered as the most honest type of laughter.It may also be the hardest type to experience, because we have to find something truly hilarious before we'll let go with the kind of laughter that has us clutching our bellies and gasping for air. Next, The Silent Laughter. This happens when you laugh so hard no sound actually c omes out and sometimes, tears are coming out of your unsuspecting eyes . It’s like the laugh gets confused and forgets to come from the back of your throat. This laughter stays lodged inside of your brain and you hear it loudly in your head. Lastly, The Unappropriate Laughter.Fortunate because laughter is fun (and  good for your health  , remember? ). Misfortunate because this type of laughter could potentially offend someone else or ruin a particular mood. You've probably heard some motherly person say, â€Å"It isn't polite to laugh at others' expense. † Classic examples of this are to laugh while attending a person’s funeral, or maybe when someone farted, which is pretty funny, that you’re the only one who heard it or smelled it. If someone else hears your laughter they could be infected by it, because we all know that laughter is contagious.I’ve mentioned few ways of laughter; The Fake Laughter, The Contagious Laughter, The Nervous Laughter , The Belly Laughter, The Silent Laughter and lastly The Unappropriate Laughter. Ladies and gentlemen, which laughter do you prefer? This list of different types of laughter is not the end-all be-all, but it is pretty close. Even so, laughter takes on many different forms. As has been said, we`ve all heard the phrase â€Å"laughter  is the best medicine. † But what matters are when laughter is shared, it binds people together and increases happiness and intimacy. Thank you.

Friday, September 13, 2019

Chemical Process Industries Research Paper Example | Topics and Well Written Essays - 1000 words

Chemical Process Industries - Research Paper Example DDT short for dichlorodiphenyltrichloroethane is a pesticide categorized as an organochlorine insecticide. It is white in color, crystalline in form, tasteless and has no identifiable smell. It has a melting point between 108.5–109  °C, vapor pressure of 2.53 Ãâ€" 10-5 Pa at 20  °C. It is highly insoluble in water (about 1  µg/liter) and has Log octanol–water partition coefficient of 7.48 (IPCS, 1989). Figure 1 shows the structure of DDT compound. b. A brief description of the uses to which the product is put. If your product is not itself a product that consumers purchase directly, describe how your product is used to produce something that is directly purchased or used by consumers.   Technical DDT has so far been prepared in every conceivable form. These forms include xylene and petroleum distillate solutions, water-wettable powders, granules, smoke candles, aerosols, charges for vaporizers and lotions. c. A brief description of the usual raw materials used to produce the product, and where THEY are obtained from. Ideally, you will be able to trace the raw materials back to the biosphere: the earth, oceans, rivers and lakes, and the atmosphere.   Technical DDT is prepared by condensing chloral hydrate with chlorobenzene in concentrated sulfuric acid. In the year 1874, it was first synthesized, but its insecticidal properties were unknown till 1939 when Mà ¼ller and his coworkers found out about it (Metcalf, Kapoor and Hirwe, 1971). Chloral hydrate is a hallucinatory drug and a sedative; it is also used as a chemical reagent such as in the preparation of DDT. It is a compound of one molecule of water added to trichloroacetaldehyde and the chemical formula of C2H3Cl3O ­2. Trichloroacetaldehyde is also known as chloral and is formed by chlorination of ethanol. The key reaction is; The second ingredient in producing DDT is

Thursday, September 12, 2019

WalMart's profile of computing and network infrastructure Essay

WalMart's profile of computing and network infrastructure - Essay Example So our ties to Bentonville, Ark. - where Sam Walton opened the first store that bore the Walton name and where Wal-Mart Stores, Inc., is still based - give us our foundation. Another Walmart.com goal - providing easy access to more Wal-Mart - is evident in the more than 1,000,000 products available online and in the innovative businesses that Walmart.com continues to develop, such as Music Downloads and 1-Hour Photos, which gives customers the convenience of ordering products online and picking them up at a local Wal-Mart. In short, Walmart.com is passionate about combining the best of two great worlds - technology and world-class retailing - to give customers a wide assortment of their favorite products, Every Day Low Prices, guaranteed satisfaction, friendly service, convenient hours (24 hours, 7 days a week) and a great online shopping experience. According to Mark Schmidt, senior director for information services at Wal-Mart, the installation of NCR System 3000 processors -- which began last month in the Springfield, Mo., stores -- is the second phase of a systems upgrade at the chain that began in August 1990 with the installation of Hewlett-Packard's HP 9000 Model 375 system. The retailer chose to purchase both systems so that "we have two vendor partners to bank on," said Schmidt. Approximately 800 of Wal-Mart's stores will use the HP system and the other 800 will use the NCR system. Both models are open-system computers and both use the UNIX operating system, allowing intercommunications and compatibility. "We can take data tapes from one to the other if we had to," Schmidt added. Tony Fano, vice president of NCR Retail Systems Division, said, "The NCR 3445 support of UNIX V.4 matches Wal-Mart's UNIX open systems strategy. Because it is based on industry standards, the NCR 3445 can provide enterprise-wide computing solutions based on open systems components and cooperative processing." NCR's System 3000 is a seven-level family of scalable, compatible, general purpose computer systems that support the industry-standard operating systems -- UNIX V.4, SCO UNIX, OS/2 and MS-DOS. Wal-Mart had been using the IBM Series 1, which was installed in 1979. "It is a proprietary system. We wanted something more open, so we could be independent of a vendor if we needed to be, said Schmidt. "We needed a system with more capacity. We wanted one that was open and scalable -- to go in relatively small and then grow," said Schmidt. The installation of the HP 9000 Model 375 was completed last month, according to Schmidt. He said the chain is aiming at Aug. 1 completion of the NCR installation. The NCR 3445 will provide connections between NCR and non-NCR point-of-sale controllers and pharmacy systems with Wal-Mart's central computer in its headquarters in Bentonville, Ark. The NCR and HP systems are configured to support up to 16 terminals in a Wal-Mart store. According to Schmidt, the systems currently are doing traditional applications, such as payroll, general accounting and merchandise reorder. Potential applications include financial management, sales analysis and labor management (Tahmincioglu, 1991). Wal-Mart has signed a multimillion