Lego Dacta :: essays research papers

The â€Å"Input-Output† principle means basically that all input devices get the information in and the output devices show the result. Inputs Temp1 (Temperature Sensor) = It measures the temperature. Touch2 (T or F Sensor – something pressed) = It works when you touch it. Light5 (Changes in Light) = It lights up. Angle6 (Angle changes) = It measures the angle of the devices. Outputs MotorA (Motor runs) = It’s a moving device i.e. a motor. LampB (Light go on) = It’s a light up device i.e. a lamp. These are the different control terms used in Lego Dacta: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Talkto = It talks to output devices. For example - talkto â€Å"motora †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  On/off = It switches on output devices. For example - talkto â€Å"motora, on, wait 100, off. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alloff = It switches off all output devices. For example - talkto â€Å"motora, on, setpower 3, wait 30, setpower 5, wait 30, setpower 7, waituntil [touch2], off, wait 30, on, rd, setpower 3, wait 30, setpower 5, wait 30, setpower 7, wait 30, alloff. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Wait = It holds devices running for a certain amount of time. For example – talkto â€Å"motora, on, wait 100, off. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Waituntil = It makes devices wait until the procedure in the brackets becomes true. For example – talkto â€Å"motora, on, setpower 3, wait 30, setpower 5, wait 30, setpower 7, wait 30, waituntil [touch2], off, end. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  RD = It reverses motora. For example – talkto â€Å"motora, on, setpower 3, wait 30, setpower 5, wait 30, setpower 7, waituntil [touch2], off, wait 30, on, rd, setpower 3, wait 30, setpower 5, wait 30, setpower 7, wait 30, alloff. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Setpower = It changes the speed of motora. For example – talkto â€Å"motora, on, setpower 3, wait 30, setpower 5, wait 30, setpower 7, wait 30, off. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To/end = It starts/finishes a procedure. For example – to forward1, talkto â€Å"motora, on, wait 100, off, end. Lego kits can be used in different businesses and organisations like offices, car parks, arcades and banks.

The Disproof (and Proof) Of Everything :: essays research papers

The Disproof (and proof) of Everything Since the beginning of time, men (I'm speaking of the human race, this is not sexist in anyway because women are included in this too) have pondered our existence and purpose, as well as the nature of the world we live in. This is perhaps the single most time consuming thought we ever have for most people live their entire lifetimes without finding the answer or even coming close to one. I myself have pondered this question for most of my life, until recently when I used some odd (but logical) logic to come up with a strange conclusion: Nothing exists, and everything exists, for everything is possible all at the same time. Now, by now the reader of this paper is thinking "How is this possible?" or "This guy should be locked up!". Therefore, I plan to explain how I reached this conclusion in this paper. However, I must give fair warning, that some of the logic I used is strange and complex. If you have any doubts about your mental health, or are unsure of your capacities and limitations in any way, please do not read this, or at least do not take it seriously. For those of you who feel you can handle this, read on. Now, let us start at the most logical place to begin, the beginning. What is reality? Well, there are many explanations and theories about this, but I based mine on what I can observe and how I perceive things as a whole. Reality, as we know it seems to be made up of various dimensions. Most people will say reality is three dimensional, but it's really more than that. Time is often considered a fourth dimension, and some people say that there are at least eight known dimensions, possibly as many as thirty. However, it will be easier to start with dimensions from the ground up. Let us start with zero dimensions. A zero dimensional reality is a point. It does not extend in any direction, it is one point, there are no alternatives at all. This is the only type of reality in which a "fact" as we know it really exists. It either is or it isn't. Now, try to imagine a line. Well, there are several types of lines. There are infinite lines, which extend in both directions forever, and lines with one limit, and lines with two limits. Infinity with limits is still infinity. Suppose the line is limited, and is a certain length, not extending forever. This is a one dimensional reality,

Explore How Gender Is Represented in ‘Bliss’ Essay

Bliss is targeted at teenage girls. The front cover of the magazine expresses this gender stereotype. An important stage in life is being a teenager. At this point in life, you start forming your own identity and it is hard to do when teenagers are immediately stereotyped and labelled. In particular, teenage girls are portrayed as either sweet and innocent or aggressive and acting too mature for their age. Teenage girls are perceived as being heavily involved in sex from a young age. The film ‘Cruel Intentions’ enforces this idea and encourages teenage girls to grow up fast and act beyond their age – the magazine ‘Bliss’ also encourages this. All teenagers suffer from these harsh stereotypes and compared to ‘Cruel Intentions’ the film ‘My Summer of Love’ shows teenagers trying to break away from these labels. From all the negativity that is being expressed by the older members of society towards the younger, teenagers look to magazines such as ‘Bliss’ for inspiration on how they should look and act. Firstly the title of the magazine ‘Bliss’ appears at the top of the magazine in a big, bold font and in the colour red to make it more vibrant as it is the first thing you pick up on. Its font is Sans serif which is straightforward and informal so the reader will relate to it more. Also, the actual word ‘Bliss’ means a state of perfect happiness so this is implying that the reader will be happy if they read this magazine. ‘Bliss’ is also a name you expect as it reminds the reader of something glamorous or girly which attracts the female stereotype of the girly teenager. In the centre of the cover is a photograph of Taylor Swift who is considered a popular role model among teenage girls. She wears red lipstick which fits in with the colour scheme of the cover (red). The dress she is wearing is in metallic silver and this is in contrast to the red and blue colours to make her stand out more. All the text is framed around the centre image to make the focus on her. She is also using direct address by looking into the camera; this is a form of interaction as the audience may feel connected with the image on the front cover. Also, wrapped behind the centre image is a ribbon with ‘Taylor talks love’ written on it. This is to enforce the idea encouraging teenage girls to learn about love but in this instance, from Taylor Swift. The ‘o’ in the word ‘love’ is represented by a love heart (there are also love hearts surrounding this text). This appeals more too teenage girls as it is implying this magazine issue is all about love and stereotypical teenage girls idealize about love. The ribbon is shaped in order to draw attention to the eye. Underneath the ribbon it mentions a quote from Taylor Swift saying ‘With boys, you have to learn the hard way†¦Ã¢â‚¬â„¢ this is suggesting that girls haven’t learnt about relationships and boys yet, and is encouraging girls to grow up fast and act more mature. Also, the price of the magazine is cheap ( £2.99) compared to other monthly magazines and teenagers are most likely to have low disposable incomes so there is more chance they will buy it. Also, ‘Bliss’ is a monthly magazine so readers won’t have to buy it so many times, so they will save money, again this is more likely for teenagers to buy it. As the magazine is monthly, it will be more detailed and last longer than a weekly magazine so this is more reason for teenagers to read it. The language used on the cover is stereotypically used by teenagers (teenage girls in particular), for example, ‘(So. Much. Goss!)’ this will appeal more to teenage girls as they understand these sayings the magazine uses. Also, this quote is referring to Harry Styles who is part of the boy band One Direction who have a female fan base so to see some text on the cover stating they have loads of gossip about Harry Styles, is going to draw in their fan base which is primarily, teenage girls. In the bottom left corner of the cover is a list of celebrities that are popular among teenage girls. This encourages the male celebrities featured to be possible love interests and encourages the female celebrities to be possible role models. On the front cover, near the top, it states ‘horrifying real-life’ and then follows with a quote from a real life story. The fact they have chosen to feature a real life story applies to the uses and gratifications theory as teenagers can relate to it and identify with themselves. Also, along with the title at the top of page is the website address for the magazine. This shows that the magazine is technology adept and it also creates convergence on an online community. The modern day teenager spends more time on the internet now so it is likely that if they are interested in the magazine they will visit the website as well. At the bottom of the magazine are images of clothes. These images represent teenage fashion and create a desire for the products. ‘Bliss’ makes fashion an important issue and it supports this stereotypical idea that girls are obsessed with fashion and are trying to be mature which has been encouraged by the media. The front cover of any magazine is extremely important because when you are looking for which magazine you are going to buy it is the front cover that is what is going to attract you to each individual magazine. The stereotypical idea of the female gender is seen throughout the front cover of ‘Bliss’ by including features of fashion, gossip, boys and potential female role models. Also the colour scheme of red romanticises the magazine which encourages girls to grow up fast. There is a combination of presentational features used and attention to relevant content ensures the magazine will be extremely attractive to the female gender.

Issues in Global Business

Module TitleIssues in Global Business and Strategic Concepts Module Code6IM 501 Module Level6 Credit value40 Total Number400 of Learning Hours Key Words Implementation of Global strategy, strategy and the organisation, strategic development, globalisation, international business and the environment, internationalisation. Module Description There has been a fundamental shift in the world’s economy where national economies were once self contained, now cross border business activities and economies are much more inter-dependent on each other.This module brings together elements of the global business environment with an understanding of the strategy making process. The ability to take an overview of business problem-solving and decision-making processes is necessary for a successful career in business management and administration. This module provides a broad representation of different, and often conflicting, perspectives and theories that reflect the richness of current deba te among academics and practitioners in the field.Initially the module focuses on enabling students to develop skills in the analysis of the strategic environment, development, evaluation and implementation of strategic concepts. These early stages of the module are designed to develop students’ analytical, problem-solving and decision-making skills. The module continues with a study of the global business environment and critical evaluation through the use of case studies to develop the student’s awareness and explore good and bad practices within the business process, content and contextUsing a consultative approach the module concludes by addressing contemporary global issues and the inter-dependence of national economies balanced with the strategic requirements of the global organisation. Module Learning On successful completion of the module, students will be able to: Outcomes 1. Demonstrate knowledge and a critical approach to the key contemporary theories and co ncepts recognised in the field of strategic management and globalisation. 2. Apply and critically discuss the appropriateness of relevant theories to complex business situations. 3.Apply consultancy principles and relevant theory to create, develop, plan and implement the Business Case Study Proposal recognising the importance of opportunity realisation and integrating implementation. Module Content * History of the field , evolution and development of strategic management; * Strategic Decision-Making * Formulating and analysing strategy;- The Strategy of International Business * Positioning Analysis – prescriptive and emergent approaches * Levels of Strategy and specifics of the strategy-making practices * Strategy development, evaluation and implementation International expansion and globalisation strategies – Exporting & Importing * Collaboration and competition: Knowledge creation through collaboration/network strategies * Developing and implementing customer-drive n strategy * Globalization * National Differences in Political Economy * Ethics in International Business – Values, morality, ethical considerations, CSR * International Trade Theory * Foreign Direct Investment * Multi Nationals & HRM * International Labour Relations * Regional Economic Integration & revision Foreign Exchange Market * Political requirements of International Trade Theory * Research Methods * The Organization of International Business * Entry Strategy and Alliance * Global Production * Financial Management in International business * Ecological Challenges for Business and Society * Consultancy Techniques Module Learning Learning & Teaching Methods and Teaching Via lectures and/or tutorials or seminars to cover substantive areas of knowledge, supported by audio/visual and web materials.Guest lectures and industrial visits – where appropriate – will be included. Students will be encouraged at all times to read widely for this subject, and to use bot h personal experiences from work placement(s) – where relevant – and their knowledge gained from their specialist prescribed and elected subjects. Use of interactive media and materials will be widely encouraged to provide the student with a fully rounded perspective and understanding of the module in ‘live’ situations. Module Assessment MethodCW1: 30% weightingStudents will be asked to demonstrate their understanding of this by firstly critically evaluating an organisation through a given case study and applying their knowledge gained in the lectures and tutorials. They will produce a management-style report showing application, evaluation and evidence of further reading focusing on specific areas of the module. CW2: 70% weighting Students will be required to act as a business consultant and prepare a report analysing a modern day scenario.This element requires students to utilise appropriate models and techniques, from the whole module content, advising on strategic intervention and its impact on the global environment. Reading list Core Text: Hill, C. (9th Edition), International Business, Competing in the Global Marketplace. (Global Edition) Mc Graw-Hill . Recommended Reading Baranova P. , Knight T. , Milligan J. (2011), Strategy Concepts and Applications, Customised Text, Pearson Education. Cavusgil, S. Knight, G & Riesenberger, J. (2008) International Business, Strategy, Management, and new Realities. Pearson Prentice Hall. Daniels, J.Radebaugh, L & Sullivan, D. (2009) International Business, Environments and Operations, 12th Edition, Prentice Hall. De Wit , B. and Meyer, R. (2010), Strategy: Process, Content, Context – An International Perspective, (2010), 4th Edition Text and Cases, South-Western, Cengage Learning. Drucker, P. (1985), Innovation and Entrepreneurship, Heinemann, London Goffin, K. & Mitchell, R. (2005). Innovation management; strategy & implemementation using the pentathlon framework, Palgrave, Basingsto ke. Johnson, Whittington and Scholes (2011), Exploring Strategy: Text and Cases, 9th Edition, Prentice Hall, Essex, UK.Lynch, Richard (2009). Strategic Management, 5th Edition, Prentice Hall, Pearson Education Limited, Essex, UK. Mintzberg, Ahlstrand and Lampel, (2009), Strategy Safari – Your complete guide through the wilds of strategic management. , 2nd Edition, FT Prentice Hall. Mintzberg, Ahlstrand and Lampel, (2005), Strategy Bites Back, FT Prentice Hall. Mintzberg, Lampel, Quinn and Ghoshal (2003), The Strategy Process – Concepts, Contexts, Cases, Global 4th Edition, Prentice Hall. Morrison, J. (2009) International Business, Challenges in a Changing World. Palgrave Macmillion. Morrison, J. 2009) Global Business Environment, Meeting the Challengers, 3rd Edition. Palgrave Macmillion. Inductive Derivation of a Consensus Definition of the Field, Strategic Management Journal, Vol 28, pp 935–955. Pettigrew, Thomas and Whittington (Eds. ), (2006), Handbook of Str ategy and Management, Sage. Porter, M. E. â€Å"Competitive Strategy† and â€Å"Competitive Advantage†, (1986), Free Press. Rugman, A. M. & Collinson, S. (2009) International Business 5th Edition. FT Prentice Hall. Wild, J. & Wild, K. & Han, J. C. Y. (2003) International Business 2nd Edition Prentice Hall.RELEVANT JOURNALS – via Emerald or EBSCO Business Premier Harvard Business Review Long Range Planning Sloan Management Review Journal of General Management Strategic Management Journal The Journal of Business Strategy Journal of General Management Administrative Science Quarterly OTHER RESOURCES Where applicable videos, business simulations, case studies etc. will be used to enhance and support the module content. 24/09 | Introduction to the Module| Chapter| Case StudiesVenezuela| 01/10| Employability | | Tesco| 08/10| The Concepts of Strategy| | IBM| 15/10| Value Creation| 13| Assignment Launch| 2/10| Strategic Options for International Business| 14| Wal-Mart/ Coca-Cola| 29/110| Organisational Structure and Architecture| 14| Unilever| 05/12ncing/11| Entry Strategy| 15| JCB/General Electric| 12/11| Strategic Alliances| 15| JCB/General Electric| 19/11| Review Strategic concept| | Assignment Review and Workshop| 26/12| Globalization| 1| The Globalization of Health Care| 03/12| National Differences in Political Economy| 2| Indonesia| 10/12| Ethics in International Business| 5| Knights Apparel | | | | | Issues in Global Business and Strategic Concepts Autumn 2012 Week CommencingHand-in-Date for Assignment One 19th – 26th November 2012. Session | Title| Chapter| Case Studies| 21/01| Welcome Back. Assignment Feedback. Semester 2 Introduction| | Feedback Group Seminar1-1 Tutorials| 28/01| International Trade Theory| 6| Bangladesh`s Textile Trade| 04/02| The Political Economy| 7| The Global Financial Crisis| 11/02| Foreign Direct Investment| 8| Spain’s TelephonicaAssignment Launch| 18/02| Regional Economic Integration| 9| NAFTA/Mexic an| 25/02| Assignment Discussion| | Assignment Seminar/ workshop| 04/03| Exporting & Importing| 16| MD International| 11/03| Global Production| 17| Boeing| 8/04| Global Marketing and R & D| 18| Microsoft| 15/04| Consultancy Review| | Assignment Seminar/ workshop| 22/04| Global HRM| 19| AstraZeneca| 29/04| Closing/Review| | Review| | | | | | | | | Issues in Global Business and Strategic Concepts Spring 2013 As the module progresses through this semester, more time will be allocated to assignment study within the tutorial period. This assignment is worth 70% and requires application of the module content to achieve a good grade. Hand-in-Date for Assignment Two 26th – 3rd May 2013

Free College Essay

President Obama has outlined his proposal to offer the first two years of community college free for students, or as he has said in his speech â€Å"to lower the cost of community college — to zero. † Obama believes that whether young or old, just starting out, or simply looking for a better job, this could benefit millions of Americans. The program would provide tuition-free classes for students going to school at least half time who maintain a GPA of 2. 5 or higher and are trying to obtain a higher degree or are transferring to a four-year institution. The proposal would require federal government to cover 75 percent of the average cost of community college, and the program calls for states to pick up the remaining quarter of the tab. Overall, this proposal could benefit the American population and thus better the American nation. The most crucial reason why this proposal will succeed is that more people in America will attend college. This will all around have a positive have an effect on American society, and economy. Lowering the unemployment rate can help to reduce many factors such as, crime rate, well-fare, and overall national debt. On the other hand, community colleges may become over crowded due to the increased number of students. Despite this minor complication, having more people attend college is in America would be phenomenal. A majority of Americans believe the cost of a college education at a state university, or community college is unaffordable. Having the first two years of community college free will open up opportunities to many. This will allow students first starting out to begin their educational course debt free. College debt is a major problem in todays society, and holds back many from achieving higher goals. However, passage of a bill making community college free could have a dramatic effect on the cost of higher education. If community college is free, many other schools will have to lower their prices in order to stay competitive. Free higher education, even if only for two years, could be a game-changer. Passage of Obama’s proposal is far from a sure thing. If it does pass, at this point the best we can do is speculate about the different possible  outcomes. However, we do know one thing for sure. Obama’s proposal is a bold approach to fixing a broken higher education system. Student loan borrowers are reminded of how badly broken the system is each month they pay huge student loan bills. The more that can be done to fix this system, the better. Overall, this bill will benefit most Americans. If Obama’s proposal is given passage it will create an abundance of opportunities for American citizens. These opportunities include: more job positions, a thriving economy, expansion, etc. In spite of the endless benefits, at the end of the day someone is responsible for paying the two-year â€Å"free† tuition. This causes question to tax payers and the state on the tab they are left to pick up. Although, taxes may increase, the decrease in student loans will greatly outweigh the cost. In conclusion, this bill can aid anyone from past generations to new, young to old, starting out or going back. This could change the entire way of American society for the better and continually push American as a nation in the right direction.

Roberson

Tracy Morgan Intro- Public Administration (PA301) Instructor Travis Forbes Sept, 12 2011 There were a few elements I noticed, and reflected upon while reading William Robertson: Exemplar of Politics and Public Management Rightly Understood, that I felt he drew upon, to help him successfully run the Los Angeles Bureau of Street Services. Roberson utilized; people, place, physical technology, and personality, which were the specific elements that Gaus had mentioned. Let’s discuss how each event in Mr. Robertson’s life was important in reaching his goal, amongst the short term goals that were achieved because of his ability to lead.While reading Mr. Robertson’s story you could already grasp that he was a strong, yet influential leader, who believed through his military training, that you should lead from the front. Therefore be on the same level as your subordinates, so you can understand their needs, in order to meet and exceed them, for maximum mission effectivene ss could be achieved with few discrepancies. He also furthered his knowledge, not for the sake of promotion, but to have a better perspective of what was going to be needed in the future, to perform better in his job on all levels.So in case a situation arose, he would not be thrown off guard, but have the ability to correctly assess, identify, implement, and evaluate the situation, on behalf of the public, and city. Being in a large city, such as Los Angeles, afforded Mr. Robertson the prime opportunity to shine, because he was always surrounded by all the elements, which included him walking into public council meetings that were normally full of disgruntled people, but with his ability to converse (or manipulate as some would say), thus leaving many of them thanking him.It could even be coined as a slight form of social technology. He was able to accomplish all this by informing and educating, the people, and council of his duties, so when barriers were put in place, he and his t eam could work together on empowering the public to make better decisions, or be better prepared for the political battles that would surely arise, for the need for funding was on the table. Roberson’s judgment alone ancelled out Arnstein’s ladder of participation by, inadvertently giving more power to the people with knowledge, and abilities. And as a result the council members showed a little more insight, and support to Robertson, than what they did to his counterparts, thus leading to him to develop physical technologies in paving neighborhoods with limited funding, and still not overcrowding the streets with workers.

Textbook Prices Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Textbook Prices - Annotated Bibliography Example Allen, Nicole. â€Å"A Cover to Cover Solution: How Open Textbooks are the Path to Textbook Affordability.† The Student PIRGs. Public Information Resource Group, Sep. 2010. Web. 10 July 2011. In this lengthy article, Allen details a study she conducted to determine if open textbooks are a logical way to make student textbooks more affordable. Considering â€Å"the average student spends $900 on textbooks annually,† she thinks â€Å"the need for solutions is increasingly urgent† (Allen 4). She goes into some detail around what she calls â€Å"market failure that hinders the economic checks and balances that naturally regulate costs† (6) as the reason publishers charge so much. Other reasons include issuing new editions every â€Å"3-4 years regardless of changes in the subject† (6) and bundling books with software or study guides most professors do not require students to use. She cites that the federal government is aware there is a problem with textbook costs and is doing several things to help students, including requiring publishers â€Å"disclose textbook prices to professors during the marketing process† (7). She introduces the idea of open source textbooks, which are â€Å"offered online under an open-source license that allows free digital access, low-cost print options and customization by instructors† (8) and says that over 1000 college professors are currently using this option (8). The remainder of the study looks at student preferences and finds that 75% of students still prefer printed copies over electronic copies (9) and 34 % would still rather buy at least some of their textbooks rather than rent them (10). In Allen’s final recommendations, she encourages the further development of open textbooks by publishers and their use by students (16). This article does a great job providing enormous detail to explain the costs each year to students of traditional textbooks versus the savings of open textbooks. It also shows that students are not yet ready to make the move to electronic, online books. It is also important to note that the group that funded the study, PIRG, has been involved in mu ltiple protests against textbook companies for what it claims are price gouging practices. 2. Bernard, Tara Siegel. â€Å"For Class, Book Deals.† New York Times 15 Jan. 2011 late edition: B5. Access World News. Web. 10 July 2011. Bernard’s article looks at ways students can save money by buying their books in places other than the campus bookstore by compiling suggestions from college students around the country. She points out that when it comes to buying textbooks â€Å"there are so many options, however, that the whole process can begin to feel like the semester’s first research project† (Bernard B5). Bernard lists several comparison sites, where students can enter a needed title on one site and it will automatically search several sites for a cost comparison of the exact book needed, but she also points out that the â€Å"condition of the books varies greatly† (5). Students may also find that international versions of books can be half the pric e of U.S. versions, but her source warns â€Å"some publishers have made small changes to the pagination or text to make it more difficult to use in the United States† (5). Overall, Bernard does a good job of quickly explaining options to students to help save money, but nothing in this article explains why textbooks are so expensive or gives an opinion on what colleges can do to help students with their high book bills. 3. Bruno, Laura. â€Å"College Books for Less.† USA Today 17 Aug. 2010 final edition: 6D. News Bank. Web. 10 July 2011. Bruno’s article looks at a rental solution to high textbook costs that over 1300 colleges have implemented across the U.S. with â€Å"potential savings up to 50% off the price of a new textbook† (Bruno 6D). The article also mentions the Higher Education Opportunity Act that â€Å"says colleges must list required course materials for students during registration,†