De-Extinction - The Resurrection of Extinct Animals

Theres a new buzzword that has been making the rounds of trendy tech conferences and environmental think tanks: de-extinction. Thanks to ongoing advances in DNA recovery, replication and manipulation technology, as well as the ability of scientists to recover soft tissue from fossilized animals, it may soon be possible to breed Tasmanian Tigers, Woolly Mammoths and Dodo Birds back into existence, presumably undoing the wrongs that mankind inflicted on these gentle beasts in the first place, hundreds or thousands of years ago. The Technology of De-Extinction Before we get into the arguments for and against de-extinction, its helpful to look at the current state of this rapidly developing science. The crucial ingredient of de-extinction, of course, is DNA, the tightly wound molecule that provides the genetic blueprint of any given species. In order to de-extinct, say, a Dire Wolf, scientists would have to recover a sizable chunk of this animals DNA, which is not so far-fetched considering that Canis dirus only went extinct about 10,000 years ago and various fossil specimens recovered from the La Brea Tar Pits have yielded soft tissue. Wouldnt we need all of an animals DNA in order to bring it back from extinction? No, and thats the beauty of the de-extinction concept: the Dire Wolf shared enough of its DNA with modern canines that only certain specific genes would be required, not the entire Canis dirus genome. The next challenge, of course, would be to find a suitable host to incubate a genetically engineered Dire Wolf fetus; presumably, a carefully prepared Great Dane or Grey Wolf female would fit the bill. There is another, less messy way to de-extinct a species, and thats by reversing thousands of years of domestication. In other words, scientists can selectively breed herds of cattle to encourage, rather than suppress, primitive traits (such as an ornery rather than a peaceful disposition), the result being a close approximation of an Ice Age Auroch. This technique could conceivably even be used to de-breed canines into their feral, uncooperative Grey Wolf ancestors, which may not do much for science but would certainly make dog shows more interesting. This, by the way, is the reason virtually no one seriously talks about de-extincting animals that have been extinct for millions of years, like dinosaurs or marine reptiles. Its difficult enough to recover viable fragments of DNA from animals that have been extinct for thousands of years; after millions of years, any genetic information will be rendered completely irrecoverable by the fossilization process. Jurassic Park aside, dont expect anyone to clone a Tyrannosaurus Rex in your or your childrens lifetime! Arguments in Favor of De-Extinction Just because we may, in the near future, be able to de-extinct vanished species, does that mean we should? Some scientists and philosophers are very bullish on the prospect, citing the following arguments in its favor: We can undo humanitys past mistakes. In the 19th century, Americans who didnt know any better slaughtered Passenger Pigeons by the millions; generations before, the Tasmanian Tiger was driven to near-extinction by European immigrants to Australia, New Zealand, and Tasmania. Resurrecting these animals, this argument goes, would help reverse a huge historical injustice.We can learn more about evolution and biology. Any program as ambitious as de-extinction is certain to produce important science, the same way the Apollo moon missions helped usher in the age of the personal computer. We may potentially learn enough about genome manipulation to cure cancer or extend the average humans life span into the triple digits.We can counter the effects of environmental depredation. An animal species isnt important only for its own sake; it contributes to a vast web of ecological interrelationships and makes the entire ecosystem more robust. Resurrecting extinct animals may be just the therapy our planet needs in this age of global warming and human overpopulation. Arguments Against De-Extinction Any new scientific initiative is bound to provoke a critical outcry, which is often a knee-jerk reaction against what critics consider fantasy or bunk. In the case of de-extinction, though, the naysayers may have a point, as they maintain that: De-extinction is a PR gimmick that detracts from real environmental issues. What is the point of resurrecting the Gastric-Brooding Frog (to take just one example) when hundreds of amphibian species are on the brink of succumbing to the chytrid fungus? A successful de-extinction may give people the false, and dangerous, impression that scientists have solved all of our environmental problems.A de-extincted creature can only thrive in a suitable habitat. Its one thing to gestate a Saber-Toothed Tiger fetus in a Bengal tigers womb; its quite another to reproduce the ecological conditions that existed 100,000 years ago when these predators ruled Pleistocene North America. What will these tigers eat, and what will be their impact on existing mammal populations?Theres usually a good reason why an animal went extinct in the first place. Evolution can be cruel, but its never wrong. Human beings hunted Woolly Mammoths to extinction over 10,000 years ago; whats to keep us from repeating histor y? De-Extinction: Do we have a choice? In the end, any genuine effort to de-extinct a vanished species will probably have to win the approval of the various government and regulatory agencies, a process that might take years, especially in our current political climate. Once introduced into the wild, it can be difficult to keep an animal from spreading into unexpected niches and territories--and, as mentioned above, not even the most far-sighted scientist can gauge the environmental impact of a resurrected species. One can only hope that, if de-extinction goes forward, it will be with a maximal amount of care and planning and healthy regard for the law of unintended consequences.

When Plague Strikes The Black Death, Smallpox, Aids By...

Amy Blakney Biology Mr. Sanders May 8th, 2016 Introduction In this paper I will be talking about the book â€Å" When Plague Strikes the Black Death, Smallpox, AIDS by James Cross Giblin.† I will also talk about how I think it connects to what we have learned this school year. Key Idea 1 In early 1347, the Bubonic Plague broke out near the Black Sea. People thought that the Italians were to blame for it. When the Natives decided that the Italians were to blame, they gathered an army and started preparing to attack their trading post. The Italians fled to a fortress they built off the Black Sea and the Natives were forced to withdraw, but before they did they loaded catapults with of their dead soldiers and shot them over into the fortress. The carriers of the Bubonic Plague were black rats and the fleas that lived in their hair. `Later on a reporter named Boccacio wrote: â€Å" Some say that the plague descended upon the human race through the influence of the heavenly bodies, others say that it was a punishment signifying God s righteous anger at our wicked way of life.† Later on after Boccacio seemed that all the advice of physicians and all the power of medicine were profitless and futile. Perhaps the nature of the illness was such that it allowe d no remedy; or perhaps those people who were treating the illness, being ignorant of its causes, were not prescribing the appropriate cure.† Since the virus was spread from just breathing on someone, I would agree that theyShow MoreRelatedReform by Destruction: The Black Death Essay914 Words   |  4 Pagesthrough the Black Sea. Those that were waiting at the dock for the sailors believed that all was well. However, they were proved wrong (â€Å"Black Death†). Not only were the ships carrying cargo; with it, they carried a silent pestilence. This pestilence had already taken the lives of many on the ships, only to leave those who remained gravely ill. Not only did they exhibit delirium and excessive vomiting, the sailors also had mysterious black boils enveloping their bodies. Those boils oozed a black, odorousRead MoreThe Black Death Essay2037 Words   |  9 Pageswildfire that was the Black Death enveloped nearly all of Europe, from Italy to Britain, in a span of about three years (C. Kohn, 25). Up to 38 million lives were claimed in less than a decade, distinguishing the Black Death one of the worst pandemics in human history (C. Kohn, 25). The disease behind this catastrophe has seldom been rivaled by another. But what was this disease? Many scientists and historical scholars believe this disaster to be the work of the bubonic plague, a deadly infectious

Night World Soulmate Chapter 17 Free Essays

I need to call my mom,† Hannah said. Thierry nodded. â€Å"But maybe wait until she’s up. We will write a custom essay sample on Night World : Soulmate Chapter 17 or any similar topic only for you Order Now It’s not dawn yet.† They were at Thierry’s house, in the elegant bedroom with the softly burnished gold walls. The window had just begun to turn gray. It was so good to rest, to let go of tension, to feel her battered body relax. It was so good to be alive. She felt as if she’d been reborn and was looking at the world with wide new eyes. Even the smallest comforts-a hot drink, a fire in the fireplace-were immeasurably precious. And it was good to be with Thierry. He was sitting on the bed, holding her hand, watching her as if he couldn’t believe she was real. The healer had come and gone, and now it was just the two of them. They sat together quietly, not needing words. They looked into each other’s eyes, and then they were reaching for each other, holding each other. Resting like weary travelers in each other’s arms. Hannah leaned her forehead against Thierry’s lips. It’s over, she thought. I was right when I told Paul the apocalypse was coming-but it’s over now. Thierry stirred, kissing the hair on her forehead. Then he spoke, not out loud but with his mental voice. As soon as Hannah heard it, she knew he was trying to say something serious and important. You know, you came very close to becoming a vampire. You ‘re going to be sick for a few days while your body shifts back to human. Hannah nodded without pulling away to look at him. The healer had told her all that. She sensed that there was something more Thierry wanted to say. And†¦ well, you still have a choice, you know. There was a silence. Then Hannah did pull away to look at him. â€Å"What do you mean?† He took a deep breath, then said out loud, â€Å"I mean, you can still choose to be a vampire. You’re right on the edge. If you want, we can make you change over.† Hannah took a long breath of her own. She hadn’t thought about this-but she was thinking now. As a vampire, she’d be immortal; she could stay with Thierry continuously for who knew how many thousands of years? She would be stronger than a human, faster, telepathic. And perfect physically. Involuntarily, her hand went to her left cheek, to her birthmark. The doctors couldn’t take it away. But becoming a vampire would. She looked directly at Thierry. â€Å"Is that what you want? For me to become a vampire?† He was looking at her cheek, too. Then he met her eyes. â€Å"I want what you want. I want you to be happy. Nothing else matters to me.† Hannah took her hand away. â€Å"Then,† she said very softly, â€Å"if you don’t mind, I’ll stay human. I don’t mind the birthmark. It’s just-part of me, now. It doesn’t bring up any bad memories.† After a moment, she added, â€Å"All humans are imperfect, I guess.† She could see tears in Thierry’s eyes. He gently lifted her hand and kissed it. He didn’t say anything, but something about his expression made Hannah’s throat and chest fill with love.. Then he took her in his arms. And Hannah was happy. So happy that she was crying a little, too. She was with her flying companion-her playmate. The one who was sacred to her, who was the other half of the mysteries of life for her. The one who would always be there for her, helping her, watching her back, picking her up when she fell down, listening to her stories-no matter how many times she told them. Loving her even when she was stupid. Understanding her without words. Being inside the innermost circle in her mind. Her soulmate. Things are going to be all right now, she thought. Suddenly it was as if she could see the corridor of time again, but this time looking forward, not back. She would go to college and become a paleontologist. And she and Thierry would work with Circle Daybreak and the Old Powers that were rising. They would be happy together, and they would help the world through the enormous changes that were coming. The sadness would go out of Thierry’s eyes. They would love and discover and learn and explore. And Hannah would grow up and get older, and Thierry would love her just the same. And then one day, being human, she would go back to Mother Earth, like a wave going out to the ocean. Thierry would grieve for her-and wait for her. And then they would start all over again. One lifetime with him was enough, but Hannah sensed that there would be many. There would always be something new to learn. Thierry moved, his breath warming her hair. â€Å"I almost forgot,† he whispered. â€Å"You’re seventeen today. Congratulations.† That’s right, Hannah thought. She looked toward the window, startled and overwhelmed. The sky was turning pink now. She was seeing the dawn of her seventeenth birthday-something that had never happened before. I’ve changed my destiny. â€Å"I love you,† she whispered to Thierry. And then they just sat together, holding each other as the room filled with light. How to cite Night World : Soulmate Chapter 17, Essay examples

Data Encryption Standards Wimax Networks †Myassignmenthelp.Com

Question: Discuss About The Data Encryption Standards Wimax Networks? Answer: Introducation IBMdesignedupthe infocryptographycustomary(DES) figurethatwasthoroughbredas a governmentcustomaryin 1976.The infocryptographycustomaryformula(DEA), aneasyFiestelpreparepiece figure, utilizes afifty sixbit key length andsixty fourbitsq.size. DES figure remaineda regularamong the U.S. Government andcompletely differentgovernmentsround theglobetillthe purposethat itfinishedup plainly conceivableto interruptingunderneathtwenty four hours utilizing basic savage power assaults.During thismanner, DES is presentlythought ofobsoleteand fewersecure. Witha selectedfinishgoalto boostDES, IBMdesignedup the Tripleencodingcustomary(TDES)within thelate 1970's. The Triple economics formula(TDEA) thatmay well bethought ofasthricetheDrug Enforcement Agency, replacessixty fourbit keysusedasa sectionof DES with 192 bits. Thisa lot ofdrawn out key lengthoffersa viable resistance against a savage power assault and in spite of being hypothetically crackin a position,it'sundoubtedlynot handyto interruptTDES utilizinggiftday innovation. Therefore, aninfamyof being genuinely secured has settledon thatacurrentcalltomethodcashconnectedexchanges Ron Rivestdesignedup the "Rivest Cipher" or RC2cryptographycalculation in 1987thatutilizes asixty fourbit piece size and variable key length. RC2 wasat firstcreatedfor Lotus to beusedasa sectionof their Lotus Notes informing programming. RC2 was suited to itschanceand stayed mystery beforereaching tobeovertlyaccessible overthe net. RC2may besplit with 234 picked plaintexts,during thismanner, itsstandingas ain good ordereffectivelybustfigure makes it unacceptable for currentcryptographywants. Features DES TripleDES RC2 Created By IBM 1975 IBM 1978 Ron Rivest 1987 Block size 64 bits 64 bits 64 bits Algorithm Structure Feistel Network Feistel Network Source heavy Feistel Network Key Size 56 bits 112 bits 64 bits by default, 8-128 bits in step of 8 bits Cracked? Yes No Yes Rounds 16 48 16 mixing, 2 mashing Suitability to WiMax Yes Yes Yes Currently used by 802.16e Yes Yes No Existing Cracks Brute force attack Theoretically possible Related Key attack Table 1. Comparison of three encryption standards for WiMax Research the security challenges for any two examples of WPAN technologies. WPAN Technologies: Remote Network is a remote development which empowers particular frameworks to bestow, using standard traditions remotely. The term is most customarily used as a piece of communicate correspondences compose whose connections in between centre points are developed without the spaghetti of wires. Remote communicate correspondences frameworks are generally executed with some sort of remote information transmission structure that jobs electromagnetic waves, for instance, radio waves, for the transporter and this use by and large occurs at the physical level or "layer" of the framework. In this dynamic world we will discover diverse sorts of remote system. Each of them is vital and has an immense commitment in their separate field. A few systems are for short range and a few are for Wide range, some gives low information rate and some gives high information rates. Additionally the greater part of the innovations can be conveyed as self sorting out, self recuperating. There are bunches o f verities of remote system that relying upon the application, cost and usefulness client can get any of them. In the following segment a concise warm-up presentation of various remote advances is given. Remote individual region systems are short operations remote systems that have been particularly intended for interconnecting versatile and portable registering gadgets, for example, cell phones, Laptops, PDA's, pagers and various other shopper hardware gadgets. Regularly, this sort of systems utilizes some innovation that grants correspondence inside around 10 meters - as such, a short range. The IEEE 802.15 standard characterizes details for the media get to control and physical layers for the remote gadgets in WPANs. Bluetooth The Bluetooth is an IEEE 802.15.1 standard for short-extend arrange innovation which keeps on getting a charge out of quick appropriation in an assortment of data gadgets. As engineers turn out to be more open to making Bluetooth-empowered applications, the cost of Bluetooth radio handsets keeps on falling. Presently days we will discover various gadgets like cell phone, PDA's, tablets are all Bluetooth empowered. Security Basically, there are 3 different methods of security to access Bluetooth between 2 gadgets. Following are security modes: Mode 1: no security, Mode 2: benefit level upheld security Mode 3: connect level upheld security In security mode 1, Bluetooth gadgets can interface with the others without verification. In security mode 2, security methods are started after a channel is built up at the coherent connection control and adjustment convention (L2CAP) level. In this mode, Bluetooth security administrator {link chief) deals with all entrance to administrations and gadgets. In conclusion, in security mode 3, both validation and classification is bolstered. Security methods are started before channel is built up. In addition a mystery connect key is shared by a couple of gadgets for secure correspondence, in this mode. RFID Radio Frequency Identification (RFID) is an information gathering innovation that employments electronic labels for putting away information. RFID marks don't require perceptible pathway and can be embedded inside groups. Dependent upon the sort of tag and application, they can be perused at a changing extent of partitions. Additionally, RFID-marked compartments preceding onward a vehicle line can be examined normally speedier than bar-coded boxes. In spite of the fact that this innovation was created to supplant standardized tags sooner or later, it has as of now been prevalent for mechanized protest distinguishing proof and store network application. Security RFID data security is indispensableSecurity is a fundamental issue that must be tended to successfullyfrom both a particular and business process point of viewto ensure expansive all-inclusiveness of RFID advancement. RFID must take care of people in general demand for information securityThe overall population must see RFID innovation as protected and secure to mitigate genuine worries about information security and individual protection. The present EPC security is worthy for the time beingCurrent levels of information insurance gave by the EPC global Generation 2 convention speak to a progress over past conventionsand are adequate for the present constrained RFID organizations inside the inventory network. The key security dangers are to front-end RF correspondenceIP correspondence between RFID per users and the system is secure, on account of standard IP arrange security arrangements. The genuine danger is RF correspondence amongst labels and per users. These issues must be tended to by future conventions and extra innovative work. Information security dangers take diverse structuresRogue/clone labels, maverick/unapproved per users, and side-channel assaults (block attempt of per user information by an unapproved gadget) all debilitate information security. Future arrangements will require new security and another convention As organization of RFID achieves the purchaser thing level, new security improvements will be required, setting off a requirement for another Generation 3 convention. Security includes some significant downfalls New safety efforts must adjust viability with cost and unpredictability suggestions. Information security is a developing storyFuture eras of label conventions will empower RFID to take security to another level. Read the following two research papers as follows; please give your critical reflection on the topic of Energy Harvest. As of late, Wireless Sensor Networks (WSNs) have pulled in part of consideration because of their inescapable nature and their wide organization in Internet of Things, Cyber Physical Systems, and other developing territories. The constrained vitality related with WSNs is a noteworthy bottleneck of WSN advances. To beat this significant restriction, the plan and improvement of productive and elite vitality reaping frameworks for WSN situations are being investigated. We display a far reaching scientific classification of the different vitality reaping sources that can be utilized by WSNs. We likewise talk about different as of late proposed vitality forecast models that can possibly boost the vitality gathered in WSNs. At last, we distinguish a portion of the difficulties that still should be routed to create financially savvy, effective, and dependable vitality reaping frameworks for the WSN condition. This paper abridges late commitments in the wide zone of vitality reaping remote correspondences. Specifically, we give the present best in class for remote systems made out of vitality collecting hubs, beginning from the data theoretic execution breaking points to transmission planning approaches and asset designation, medium access, and systems administration issues. The developing related range of vitality exchange for self-maintaining vitality gathering remote systems is considered in detail covering both vitality participation perspectives and synchronous vitality and data exchange. Different potential models with vitality reaping hubs at various system scales are explored, and models for vitality utilization at the hubs. References Knospeand, et al., (2004), RFID security, Information Security Technical Report, Volume 9(Issue 4), economics.- 39-50 Siva RAM Muthy, B. S. Manoj, Ad Hoc Wireless Networks: Architectures and Protocols, Prentice Hall PTR, ISBN: 9780131470231. Shaikh, et al, (2016), Energy harvesting in wireless sensor networks: A comprehensive review, Renewable and Sustainable Energy Reviews, pp.- 1041-1054. Ulukus, Sennur, et al, (2015), Energy harvesting wireless communications: A review of recent advances, IEEE Journal on Selected Areas in Communications, pp.- 360-381. Oppliger, et al, (2009), SSL and TLS Theory and Practice, Management, Artech House. Pachghare, (2009), Cryptography and Information Security, Delhi, PHI.

The Toy Industry Case Study

The toy industry in America is among the largest in the world with a global value that is estimated at $22 billion a year. Each year a total of 3.6 billion toys are sold through the market to consumers, making it one of the most vibrant industries in America; three quarter of all toys in the world including these are made in China under degrading conditions.Advertising We will write a custom essay sample on The Toy Industry specifically for you for only $16.05 $11/page Learn More The adverse effects of this flourishing business has wide ramifications not only to the workers who are mostly affected, but to the consumers as well as. The nature of working conditions for most workers employed in toy manufacturing industries in China can be described as demeaning and inhuman to say the least. In addition, the very safety of these toys to consumers has now become a big issue since they are a health hazard to children who are the target group of the multibillio n dollar industry. Just recently, Mattel manufacturing Company which is one of the toy industries in China recalled more than two million toys that it had made because they contained high levels of lead in their paints. The working condition for people employed in these industries amounts to human rights abuse that Chinese government officials admit but which they appear powerless to address. These two are the ethical issues expounded by the case study, in general the ethical issues that comes out can be summarized in one sentence; abuse of human rights, exploitation of labor and production of goods that are harmful to the intended consumers. There are four cardinal principles of ethics that have so far been advanced; beneficence, justice, least harm and respect for autonomy, others that are commonly applied include the principles of common good and of human dignity among others. From a medical perspective, the principle of beneficence states that a medical practitioner shall at all times undertake actions in good faith and in best interest of the patient in mind. More generally it is a principle that is used to guide someone in doing what is right; under the circumstances presented in the case study, this principle will require the owners of the toy manufacturing Companies to act with the best interest of their workers and consumers in mind. This means that the need to make profit should not supersede their responsibility of providing safe working environment, humane work durations, standardized wages and safe toys to the children who use them. The second principle of least harm states that where there are two equal situations that are neither beneficial, a person must opt for the choice that causes least harm. Based on the case study this would seem to be the case since the options available for solving the problem goes down to two options; boycott the toys and contribute to unemployment of millions of people or continue buying toys made in china and continu e to propagate the injustices and human rights abuses being done by these Companies.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the injustices does not affect all the workers in the industry and does not cause a lot of death as would be the case when people are unemployed and therefore unable to feed themselves; the second choice would therefore be a better choice based on this principle. Finally on the third principle of justice, the toy manufacturing Companies are expected to be fair and just in their engagement with employees and their consumers. For instance, the employers would be expected to adequately compensate the workers by paying them acceptable rates based on the profit that they generate instead of paying them peanuts when they are making billions. In conclusion, application of these ethical principles would be very effective in enabling all the stakeholders that are involved in this industry such as the consumers, employers and labor officials to arrive at fair decisions that addresses the injustices that are being propagated by the toy industry. This essay on The Toy Industry was written and submitted by user L10nel to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Unions and human resources essays

Unions and human resources essays After learning briefly about the laws concerning labor unions, I was interested in the events that put these laws in place. I was also curious to discern why the membership in labor unions had dropped so drastically if they were doing their job. I was surprised to discover that while labor unions effectively solve the labor issues by bargaining they are continues to drop. In order to understand the relationship between human resource managers and labor unions, one must know the laws and events that allow unions to exist. The first laws that came into effect that would alter managements dealings with Labor unions came about between the years of 1933 and 1947. Our country was in an economic depression and the widespread strike activity of this fifteen year period resulted in the passage of the National Labor Relations Act in 1935, followed by the passage of the National Labor-Management Relations Act in 1947. The National Labor Relations Act, also known as the Wagner Act, was designed to encourage the growth of trade unions and restrict management interfering with that growth. (Ivancevich 606) The Wagner Act created a three member National Labor Relations Board to ensure the law was enforced. Although this solved some labor issues, ten years later another rash of strikes along with employer opposition to the Wagner Act ensured the passage of the Nati onal Labor-Management Relations Act. This act, also known as the Taft-Hartley Act, created a series of unfair labor practices. It also expanded the National Labor Relations board to five members and outlawed closed shops. Although womens unions were in existence, it would take sixteen years and the publication of The Feminine Mystique to change the consciousness of the country. In 1963, the passage of the Equal Pay Act required that men and women receive equal pay for equal work. Less than a year later the Civil Rights Act of 1964 would solidify the s...

Avis Budget Group Term Paper Example | Topics and Well Written Essays - 3750 words

Avis Budget Group - Term Paper Example The company values aligned employees with visions or mission to achieve the targets of being an industry leader. 7 The aim of the Avis Budget Group is to become the number one company in the vehicle rental industry. This aim is being worked through by commitment. The brands of the company uniquely drive company towards growth. The company follows the ideology of creating value for all the customers. The company maintains integrity while making all the major decisions. The channel of communication in the organization is open and the employee’s exhibit teamwork while performing all the business practices. The Avis Budget Group is situated across the globe so it operates in a diverse environment with a diverse work force. The company analyzes its strengths and weaknesses and takes responsibility of all the challenges which arise and the decision which the company makes. It also works responsibly for the interests of the shareholders. 7 STAKEHOLDERS 8 Stakeholders are all those pa rties that are directly influenced by the operations of the company (Harrison, Bosse, and Phillips, 58 – 74). Managing stakeholders is important for the success of the firm (Bosse, Phillips, and Harrison, 447- 456). The stakeholders of the Avis group include car dealers and other suppliers, operators, tourists and tour operators, businesses requiring Avis’ service for transportation, diverse workforce, shareholders, governments and industry participants of the rental cars in countries where Avis and Budget is providing services. 8 SENSE 8 UNCOVER 11 SOLVE 14 ACHIEVE 20 EXECUTIVE SUMMARY The Avis budget group is a well known name in the business of the vehicle rental services. It is a leading global service provider with operations spread on more than 10,000 locations. The company has its operations in 175 countries around the globe. The strategy of the company is to spread the business in all areas where the rental transport services are used. This is in places where t ourism and business trips are made very commonly. The company operates in North America, Europe, Middle East, Africa and Latin America region. Most of the offices which are located in North America, Europe and Australia are company owned or either rented to the independent contractors who operate as the entrepreneurs for their outlets and share profits with the company. The current issues that the ABG is facing are with the strategic operations of the company which has been outsourced to the contractors who operate independently. The customers are also not satisfied with the services of the company because the services which they get from various outlets are not the same. The customer representatives of the outlets are also not aligned at providing proper services to the customers. This is because they are not motivated and don’t understand the core values which the company wishes to deliver to the customers. This report is highlighting the issues which the company is facing presently and offers recommendations for the company to overcome those issues and challenges. The company despite of the failing customer services is profitable. Therefore, suggestions are made that section of profits must be allocated to the improvement of the services of the outlets. The Avis Group must develop strengthen relationship with the contractors so that the issues of the operators can be resolved and it can pursue towards excellence with the passage of time. A plan for the improvement

Week 6 Case Study 2 Submission Assignment Example | Topics and Well Written Essays - 500 words

Week 6 Case Study 2 Submission - Assignment Example A PKI is a foundation where it acts as an overall security whereby all the other components and features must work. This paper will not look into the underlying structure of cryptography. PKI is a very wide cryptographic technique. This paper will offer the real opportunities that can be adopted, by the Software Company, to remove their fears, and misconceptions on the use of this technology. In addition to this, paper will also look into the rationale as to why this technology is suitable for various business applications. There are components which are available in a PKI framework. These components include operational policies, security services, and interoperability protocols which are all geared to support the use of public-key cryptography. The generation and management of public keys occurs through the use of Certificate Authorities (CAs), Registration Authorities (RAs) and directory services which can be used to establish a list of trust. At the national level, the use of PKI can be very instrumental when dealing with security. One of the principles of PKI is to establish a trust hierarchy (U.S General Services Administration Government Smart Card handbook, 2004). In e-commerce, when dealing with trust mechanisms, there must be the provision of management control. There must be a management control at the Ministry of Information. In the e-commerce environment, entities, which are not known to each other, do not have enough trust that has been established to perform business, contractual, legal, or other types of transactions. For this trust to be achieved, the implementation of PKI should be done by using CA. In summary, the working of CA is as follows. For entities which are unknown to each other, they will each establish a trust relationship with a CA. The CA will perform some form of entity authentication according to the rules that have been established as has been noted by the

Personal affirmation leads to greatest triumph or worst defeat Essay

Personal affirmation leads to greatest triumph or worst defeat - Essay Example It is through personal affirmation then that he realizes his greatest victory or worst defeat. This notion is aptly illustrated in the two novels namely A House for Mr Biswas by VS Naipaul and The Old man and the Sea by Ernest Hemingway. A House for Mr. Biswas (House from now on) is a mammoth epic of nearly six hundred pages that illustrates one man's refusal to accept fate and to rise above the circumstances. It chronicles the life of Mohan Biswas who has just one dream all his life i.e. to win his independence by having his own place. He wants to be able to free himself from the clutches of the Tulsi family and while he dies at the young age of 46, he is one contented man having gained his independence. It is as early as in the prologue that we learn about Mohan's mission when we see that he is a sacked reporter who is dying at the age of forty-six in his own place "on his own half-lot of land, his own portion of the earth," on Sikkim Street, Port-of-Spain: How terrible it would have been, at this time, to be without it [a house]: to have died among the Tulsis, amid the squalor of that large, disintegrating and indifferent family; to have left Shama and the children among them, in one room; worse, to have lived without even attempting to lay claim to one's portion of the earth; to have lived and died as one had been born... In this he resembles Santiago of The Old Man and the Sea who is not an ordinary aging protagonist himself. From the very beginning Hemingway creates a portrait that alerts us that we are not dealing with an ordinary character when we learn that: "He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish" ( Hemingway 1952, 9). That Mohan's life would be extraordinary is clear from right from the auspicious time of his birth. He was born at midnight which according to Hindu myths was not a very fortunate time. The pundit prophesizes that Mohan would be a liar and lecher and the midwife feels he would be the cause of his father's death. As luck would have it, he inadvertently causes his father's drowning and is forced to live with strangers. It is during really tough times that he gets the brutal lesson of "ought oughts are oughts," which if we recall Lear's words means that "Nothing will come out of nothing." But Mohan is not the one to believe that. He was willing "to create himself and his world out of nothing." (Boxill, p. 37) The actual struggle begins when Mr. Biswas is dismissed from his position as a live-in pundit apprentice and from there on starts his solitary journey: "The neighbours had heard, and came out to watch Mr Biswas as, in his dhoti, with his bundle slung on his shoulders, he walked thr ough the village" (pp. 56-7). It is after some odd jobs that he finally lands a place with a powerful, conservative, land-owning family, the Tulsis who admire his sign-painting skills. Once inside their house, Biswas loses his independence completely. The Tulsis are a cunning lot who trap Mohan into marrying their daughter Shama because of his high caste. From their on,

Is an oligopolistic market structure an example of market failure?

Is an oligopolistic market structure an example of market failure? Introduction One constructive approach of categorizing a market is by dividing it in terms of the number of firms on the supply side of the market and the buyers concentration on the demand side. Oligopoly represents one of the market structure where there are a very few firms on the supply side and a huge concentration of buyers on the demand side. As the buyers cannot affect the market conditions, they are going to adopt it as such and the supplier will be busy in anticipating the rival behavior. Oligopoly looms large in industries of steel, petroleum, automobiles etc. Many industries can operate geographically as oligopolies. For example banking in a small town operate as oligopoly since there will be one or two banks in the area and the residents will be forced to take his business to the local banks.( Friedman, 1983) Oligopoly a complex market structure Oligopoly is virtually a big business. Under this market structure, the rivalry takes on its worst form. Product innovations, aggressive advertising and innovative marketing tactics are frequently applied to outweigh each other. Oligopolistic market structures are the most difficult to analyze as they are highly interdependent and interwoven, where moves and countermoves are taken rapidly. For example a simple action by Ford may lead to a reaction by General Motors, which in turn cause a readjustment in Fords plan, thereby modifying GMs response and so on. So anything can happen anytime in oligopoly. There are few models that highlight oligopolistic behavior. They are: Cartels A case arises in monopoly when all the firms attempt to promote interdependence and they all mutually agree to set price and output. The firms through their mutual coordination try to create a giant monopoly. OPEC (Organization of Petroleum Exporting Countries), is an example of a cartel platform. Price leadership and Tacit Collusion It is an arrangement in which one or two firms make an arrangement for the pricing for the entire firm. Other firms are forced to follow the same price pattern although no such agreement exists in the industry. For example: In the infant formula industry, Abbot laboratories, Bristol Myers Squibb and American Home Products deliberately set their prices closer to each other to dominate the industry. The Kinked Demand Curve This model elaborates the stickiness in pricing in an oligopolistic structure. It has been hypothesized in this model that if for example, a firm X lowers its price in an oligopolistic market, the rival will be forced to lower its price to in order to avoid the loss of its market base. The demand curve dd is thus the relevant curve in case of a price reduction. dHowever, if the firm X goes for a price increase, then the case wont be the same. The rivals will not imitate this time, and would continue to enjoy the customer support as they would flee the firm X products. In this case the demand curve would be DD. The firm then tries to remain in a segment of the elastic demand curve between dd and DD. The true demand curve is represented by DAd, known as the kinked demand curve which silently points out the fact heads you lose, tails you lose (Baumol and Blinder, 2009) D A Price 8 (Competitors prices are fixed) 7 D d (Competitors respond to price changes) 0 Quantity per year 1,400 1,100 1,000 Game theory and the Oligopoly Game theory has been formulated to understand the behavior of the firms in an oligopolistic market structure that do not work on a collaborated output and pricing. The underlying assumption is that the large bossy firms are like players in a game of poker. They make the moves of lowering or increasing the price, to advertise or not to advertise, to discount and so on, based on their rivals move. Understanding the payoffs can put a firm in a better position to compete with its rival and be in a profit maximizing and rational position. For example the game between two coffee shops is illustrated as below: C:Documents and SettingsAnumDesktop4th assignmentUnderstanding Oligopoly Behavior a Game Theory overview Economics in Plain English_filesgame-theory-1.jpeg Source: Welker, J. (2009).Understanding oligopoly behavior-A game theory overview. Available from: http://welkerswikinomics.com/blog/2009/12/15/understanding-oligopoly-behavior-a-game-theory-overview// According to the above figure, both San Francisco coffee and Starbucks is following a dominant strategy. They are working up to maximize their outcome through advertising, ignoring what their competitor does. If S.F advertises, Starbucks earns profit ($12 vs. $10) through advertising. This means the pay offs are the same. Since both firms are enjoying profit through advertising they will do so, though the total profits are less in case when both are advertising, as compared to when they are not advertising. But such a condition would be a condition of instability, as to advertise is likely to be beneficial for both. So we say that advertise/advertise is Nash equilibrium, as at this stage none of the firm is going to change its strategy since it is bringing incentive to both (Jason Welker, 2009). Market failure due to Oligopoly Keeping in view the above theories that tries to explain oligopolistic behavior, the market failure due to oligopoly can be attributed to a various causes. Inefficiency, instability and indeterminacy brought about by oligopoly may result in a market crash. The firms supremacy is established as the capacity is established more and more, but little is produced in order to create artificial barrier to entry. The competitors compete on the basis of non pricing factors such as heavy advertising, which gives more hold up to the artificial barrier to entry. Prices are well above cost and price discrimination prevails. Some of the firms also engage in self-regulation to preserve their own profits and market share that further detoriate the situation (Grewal and Kumnick, 2006). Oligopolistic firms output and prices substantially differ from what is socially accepted from them. It is also believed that the misleading advertisement by the large firms also misleads the consumers and compels them to buy products that they do not want. They impose political and economic power and hover over the mind of the consumers working like an invisible hand. Market Form Number of firms in the market Frequency in Reality Entry Barriers Public Interest Results Long Run Profit Equilibrium Conditions Oligopoly Few Produces Large share of GDP Varies Varies Varies Varies Source: Economics: Principles and Policy By William J. Baumol, Alan S. Blinder MC=MR applies for a profit maximizing firm, under equilibrium. However, in oligopoly, MC is usually unequal than MR mainly because in oligopoly the firms are seeking to adopt strategies in accordance with the game theory, or they look for techniques such as increasing sales for profit maximization as their ultimate goal. Conclusion In a perfectively competitive market place the behavior of the firms automatically lead to a maximization of consumer benefits through an efficient allocation of resources. In oligopoly however, resource allocation is usually is not well set, more focused is paid on restricting output in an attempt to maneuver prices and profits. In an oligopoly everything is possible, can happen anytime anywhere, so the economists are still unable to clearly predict its behavior. Besides, its ability to lead the market down, some economists are of the belief that oligopoly has made a significant contribution towards the economic growth in the past two decades resulting in an increase in the average income of the rich countries.(Baumol and Blinder, 2009). Question two What are the implications for management of businesses in such structures? Introduction Oligopoly is a market characterized by few firms. Managers of a firm in such a structure know that their firm enjoys a market power. But the other players also have their share of power too. If the managers take the right course of action, properly assessing the behavior of their rivals in the industry, they are likely to make a profit. Strategic behavior Strategic behavior refers to the firms ability of proper consideration of their market power and awareness of their rivals move. Strategic behavior occurs in oligopolistic structures where there is less product differentiation and a competitive industry exists (Taylor and Weerapana, 2009) Implication for the managers The most important implication for the managers regarding oligopoly is the pricing practice on the basis of mutual interdependence. In case of monopoly, the absence of competition enables the managers to follow the MR=MC role to maximize its profit. Simply following the MR=MC isnt just enough. Example Consider, for example the case of proctor and gamble, where the manager hires a consultant for the thorough analysis of the cost, structure and demand. After a detailed analysis of the structure of the body soap products, the manager follows the MC=MR rule and set the retail price at $1.99.In a sudden move, the competitors Colgate-Palmolive , Lever brothers etc set the price of the comparable product 10 to 15 below to that of proctor and gamble. What the manager is likely to do? Either he can go for advertising and heavy promotion to compete against the lower prices of the competitors or can lower its prices down. Or he can simple do nothing if he is confident enough of the strong loyalty that his brand enjoys among consumers. The point is that, that pricing in oligopolistic structure cannot be done without taking into account your competitor. This is the essence of mutual interdependence (Young and McAuley,1994) The second implication for the managers is to understand that it can be extremely difficult to make money in a competitive market. Firms are required to be as much cost efficient as possible because they cannot control the prices. The managers are supposed to be vigilant enough to be able to spot opportunities and enter the market before the others could enter. They should be able to make their place before the demand gets high enough to support an above normal price. A situation could arise in oligopoly, where the managers in a firm become so successful in beating up the competition that the firm turns into a monopoly, or the one that can exercise monopolistic power. Such a case happened with IBM when In 1969, the firm dominated the computer market so much so, that the department of Justice had to issue an antitrust suit against it (Keat, Young and Benerjee, 2009) Global implication for managers The managers should keep in mind that the process of benchmarking in an oligopolistic structure strategy formulation should be done keeping in view both domestic as well as the global competitors. For example AT T communications not only took into account Northern telecom but also Siemens, Ericsson and NEC and Fujitsu. Many of the firms that refuse to take challenge from the foreign firms are likely to face consequences. Like many American firms got a serious blow from their Japanese competitors in the past 20 years. Companies like IBM and Caterpillar enjoys success because they established a strong hold in the Japanese market well before time. The oligopolistic structure also highlighted the importance of alliance for the managers. Alliances enable the firm to acquire technology from the rival firm. Whilst the acquisition of the technology can be a source of benefit for the firm, the firm giving up the technology can face causalities ( Yoffie,1993) Conclusion The managers of an oligopolistic market structure have to take into account several aspects in their decision making. The managers are plunged into complex pricing decision. They take into consideration the three Cs of Cost, customers and competition in their decision making. Price wars were common in an oligopolistic market, but they are becoming less frequent with the passage of time, mainly due to the realization of the managers. Managers have understood, through their bitter experiences, that the price wars are costly and do not bring any benefits. They chose to compete on the advertising and on product variations. So they have chosen not to compete on prices and have found for themselves a path of mutual advantage.

Conquering Nature Essay -- Nature Philosophy Philosophical Essays

Conquering Nature "What we call Man's power over Nature turns out to be a power exercised by some men over other men with Nature as its instrument." (The Abolition of Man, 420) Imagine, if you will, a basketball game in which two teams are in the midst of an intense game. Just because your team knows what it is the other team is doing and the workings of all their plays does not mean you know how to stop them, let alone that you are winning. It is the same with Nature. Just because we know how things work and are able to manipulate certain parts of it for our advantage does not even begin to imply that we have the capability of possessing it, of 'conquering' it. I don't even think we even want to pretend to have conquered it. You see, there is a stark difference between progress and possession. For if Nature is truly at our beckon call, then the latest hurricane or tornado that stole thousands of human lives and destroyed acres upon acres of natural reserves was actually within our control to stop--those disasters were then humanity's own fault. Unless we are r...

Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] org Website: www. cxc. org Copyright  © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYST EMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATIONMODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribb ean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded.Candidates will not be awarded any possible alternatives for which they did not apply. ? RATION ALE The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywh ere in the world.Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integrati on, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier.It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability. ? AIMS The syllabus aims to: 1. develop an awareness of the importance of information in the solution of many problems; 2. develop a critical attitude to gathering, processing and evaluating information; 3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses; 4. sensitize students to the use of Information Technology in conducting and living their daily lives; 5. evelop an awareness of the power and pitfalls of Information Technology; 6. develop an awareness of the ethical, legal and political considerations associated with information technology; 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies; 8. encourage students to use information sources and services to retrieve, interpret and communicate information; 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings: 1. Knowledge and Comprehension; 2. Application and Analysis; 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to: | |- recall and g rasp the meaning of basic facts, concepts and principles of Information Technology; | | |- identify real-life problems for which Information Technology solutions are appropriate and beneficial. | Application and Analysis The ability to: |- use facts, concepts, principles and procedures in unfamiliar situations; | | |- interpret and present data and draw logical conclusions about Information Technology issues; | | |- identify and recognize the relationships between the various components of Information Technology and their impact on society; | | |- recognize the limitations and assumptions of data gathered in an attempt to solve a problem. | Synthesis and EvaluationThe ability to: | |- make reasoned judgements and recommendations based on the value of ideas and information and their implications; | | |- use the computer and computer-based tools to solve problems; | | |- justify and apply appropriate techniques to the principles of problem-solving. | | | | ? PRE-REQUISITES OF THE S YLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Management Module 2-Use of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing; 2. develop an understanding and appreciation of data and information, and the distinction between them; 3. develop an understanding of the nature and sources of information; 4. develop an understanding and appreciation of Information Technology and its history. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of Information Technology; | |Definition and scope of Information Technology; application of tools for | | | |informational purposes. | | | | | |describe the relationship between Information Technology and | |Computing, Computer Science, So ftware Engineering, Computer Engineering, | |other disciplines in Computing; | |and Information Systems; commonalities and differences between | | | |disciplines. | | | | |explain the characteristics of data and information; | |Definition of terms; examples. | | | |Data: include unprocessed, unorganised and discrete (in separate, | | | |unrelated chunks), qualitative (opinion-based, subjective) or quantitative| | | |(measurement-based, objective), detailed or sampled. | | | | | | |Information: including distortion, disguise, reliability, inconsistency, | | | |incomprehensibility, subject to interpretation, value, relevance, | | | |confidentiality, timeliness, completeness, security, shareability, | | | |availability, lifespan, information as a commodity, format and medium; | | | |Nature and structure of information: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTAL S OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |distinguish among data, information and knowledge; | | Differences among data, information and knowledge. | | | | |explain information processing; | | | | | |Definition of information processing (input process, output process); | | | |manual versus automated information processing; components of manual | | | |information processing: collect, collate, analyze, present and | | | |disseminate; components of automated information processing: input (data | | | |capture or entry), process (for example, analyze, sort, calculate), store,| | | |retrieve, output (present and disseminate); transmit data and information. | | | |Interrelationship between data and information through information | | | |processing. | | | | | | |Types of manual and automated information systems. | | | | | |discuss the importance of data and information; | |Use of information in decision making: data quality; appropriateness of | | | |data. Nature and structure of information: strategic, tactical, | | | |operational; structured, semi-structured and unstructured. | | |identify ways of representing data and information; | |Data: including character, string, numeric, aural (for example, Morse | | | |Code, musical notes), visual (for example, the individual frames of a | | | |movie, fingerprints); musical symbols. | | | | | | | |Information: including text, graphics, sound, video, special purpose | | | |notations (mathematical, scientific and musical notations); graphical | | | |representations (graphs and charts); tables. | | | | |discuss various types of information sources; | |Types of information sources: including books, journals, catalogs, | | | |magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, people, blogs, wikis; advantages, disadvantages of | | | |information sources. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |identify characteristics of information sources; | |Include availability, cost, currency of information, amount of detail | | | |(depth), breadth of coverage, reliability, format and medium. | | | | |identify tools used in the entry, retrieval, processing, | |Examples of hardware, software, and communication tools. Tools associated| |storage, presentation, transmission and dissemination of | |with the Internet including on-line services; search engines; Usenet, | |information; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing| | | |list, Internet telephony. | | | | |justify the tools used in Information Technology; | |Hardware, software and communication tool used in the entry, retrieval, | | | |processing, storage, presentation, transmission and dissemination of | | | |information; advantages a nd disadvantages. | | | | | |outline the history of Information Technology; | |Brief history of computer hardware and software, Internet and | | | |telecommunications; categories by size, cost, and processing ability. | | | | |explain the meaning of terms related to telecommunication. | |Transmission media, channels, receivers, senders, modulation, bandwidth; | | | |telecommuting. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the innovative use of Inf ormation Technology in fields, such as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of the components o f Information Technology Systems; 2. develop an appreciation for human computer interaction (HCI); 3. develop an awareness of security measures associated with information technology systems; 4. develop an awareness of the structure of the World Wide Web and its standards and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |describe Information Technology Systems; | |Definition; types of Information Technology Systems; examples. | | | | | |identify the components of an Information Technology | |Hardware, software, network, users: end-users and IT professionals; definitions | |System; | |and examples. | | | | |describe the purpose and functions of hardware | |Purpose, functions and types of hardware including input, output, storage, | |components; | |processor and peripheral devices; definitions and examples; interaction between | | | |hardware components. | | | | | describe the purpose and functions of software | |Purpose, functions and types of software including application, system (operating| |components; | |systems, language translators, and utilities); proprietary versus open source | | | |software; information systems including embedded systems: monitoring and control | | | |systems; data processing systems; management information systems, decision | | | |support systems, executive information systems; expert systems, data warehouses; | | | |definitions and examples; major input and output from each type of information | | | |system, such as data, information, processed transactions, reports including | | | |detailed, summarised, exception, ad hoc. | | | | |explain the various stages of the system development | |Including feasibility study, analysis, design, development, implementation, | |life cycle (SDLC), and software engineering; | |review; deliverables/output of each stage including system proposal, project | | | |plan, various diagrams and charts, information system (software) test plans, | | | |conversion plans, documentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | |discuss the tools used in the different stages of the | |Including questionnaires, interviews, observation, review/investigation of | |(SDLC); | |printed material, ER diagrams, data flow diagrams, process models, object models,| | | |decision tables and trees, computer-aided software engineering (CASE) tools, | | | |GHANT charts, prototypes, flowcharts, pseudocode, programming languages. | | | | |describe the purpose and functions of network | |Purpose, functions and types of networks including local area network (LAN), wide| |components; | |area network (WAN), metropolitan area network (MAN); virtual private network | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibr e-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; definitions and examples; network security; firewalls. | | | | |explain the roles of users; | |Inclusion of IT professionals, end users: expert users, novice users; definitions| | | |and examples. | | | | | |compare the various features associated with the | |Features including, speed, efficiency, portability, maintainability, storage, | |components of Information Technology Systems; | |transmission. | | | | | |describe the interrelationship etween the components in| |Relationship between the components: hardware, software, network, user. | |an Information Technology System; | | | | | | | |describe different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speech and direct manipulation. | | | | |distinguish between different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user in terface (GUI), speech and direct manipulation. | | | | | |describe ways in which a user’s characteristics require | |For example, age, education, differently abled and cultural differences, | |adaptation of a user interface to increase | |non-visual interfaces, sensors, accessibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | |compare various security mechanisms; | |Physical access control versus logical access control measures and devices; | | | |including passwords (characteristics of an effective password- not obvious, | | | |length, mixed case, alphanumeric); authentication, encryption, swipe or key | | | |cards, biometric; data integrity. | | | | | |explain the meaning of terms related to the security of| |For example, data security, passwords, authentication, encryption, data | |Information Technology Systems; | |corruption. | | | | |describe the structure of the World Wide Web (WWW) as | |Hyperlinks, home page, web page versus web site; Hypertext Transfer Protocol | |interconnected hypertext documents; | |(HTTP), universal resource locator (URL), hypertext markup language (HTML), | | | |extensible markup language (XML); IP address versus domain name. | | | | | |discuss Internet standards. | |Hypertext Transfer Protocol (HTTP); Transfer Control Protocol/Internet Protocol | | | |(TCP/IP) in terms of specifications, guidelines, software and tools. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Identify HCI used in different organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Spe cific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should: 1. develop the knowledge, skills and understanding of the problem-solving process; 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJ ECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of problem-solving; | |Problem-solving as a process; finding solutions to a problem. | | | | |describe the stages of the problem-solving process; | |Stages: including define the problem, analyze the problem (using tools, such as | | | |questionnaires, interviews, observation, reviewing documents), identify and | | | |evaluate possible solutions, select and justify the optimal solution, implement, | | | |and review. | | | | | |describe the role of information in the solution of | |Identification of the information necessary for the solution of personal, | |real-life problems; | |commercial, scientific and social problems. Categorization of information as | | | |essential, desirable, extraneous or cosmetic in the solution of a problem. | | | | |explain how information can be used to solve real-life | |Criteria for rejecting or accepting a piece of information, including bias, | |problems ; | |accuracy, cultural context, completeness, currency of information, refereed and | | | |unrefereed sources, characteristics of information on the Internet. | | | | | |analyse the role of information in fulfilling the goals | |Information used in decision-making and problem-solving; capitalising on | |of an individual or organization; | |opportunities. | | | | |use data flow diagrams (DFD) to document the flow of | |Use of symbols for data stores, processing, data flow and external entities; | |information within an organization; | |context level DFD and first level detailed DFD. | | | | | |explain the concept of an algorithm; | |Definition; algorithm as a problem-solving strategy; its role and importance in | | | |the problem-solving process; properties of algorithm. | | | | |identify the necessary properties of ‘well designed’ | |Properties including a general solution to the problem in a finite number of | |algorithms; | |steps, clearly defined and unambiguo us, flow of control from one process to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e able to: | | | | | |identify ways of representing algorithms; | |Inclusion of narrative, flowcharts and pseudocode. | | | | | |develop algorithms to represent problem solution; | |Simple input, output, processing; control structures: sequence, selection, | | | |looping and iteration. | | | | |explain the concept of programming; | |Development of computer programs; stages in programme development; programming | | | |paradigms; examples of programming languages. | | | | | |outline the interrelationship(s) between algorithms and | |Algorithms as precursor to program development. | |programming. | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evalua te a comment on the presentations as well as answer the students’ questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adop t a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole – process with only input data flow, a process with only output data flow from it; data stores or external entities that are connected directly to each other, in any combination; incorrectly labeling data flow or objects, some examples are: i) labels omitted from data flow or objects; ii) data flow labeled with a verb; iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization; 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |differentiate among terms used in Information | |For example, fields, records, tables, files, database and database management | |Management; | |system. | | | | | |explain how files and databases are used in | |Uses: including s tore, organize, search, retrieve; eliminate redundancies; data | |organizations; | |mining, data marts and data warehouses. | | | | |explain how data storage and retrieval have changed over| |Concept of the terms; history of storage devices; formats of data (from | |time; | |text-based to multimedia); volumes to be stored; compression utilities; access | | | |method and speed. | | | | | |explain the advantages of using a database approach | |Advantages including speed, efficiency, cost; data quality: completeness, | |compared to using traditional file processing; | |validity, consistency, timeliness and accuracy; data handling, data processing. | | | | |describe the different types and organization of files | |File types including master and transaction files; file organization including | |and databases; | |serial, sequential, random or direct, indexed sequential database types including| | | |personal, workgroup, department and enterprise databases; database organization | | | |including hierarchical, relational, network and object-oriented. | | | | |describe data flow diagrams (DFD); | |Define DFD; identify and describe the four symbols (elements): entity, process, | | | |data store, data flow; identify and describe the various levels of DFDs including| | | |context level DFD and first level detailed DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | | | |explain how the growth of the Internet impact on data | |Use of symbols, context level DFD and first level detailed DFD to illustrate the | |handling and data processing; | |information flow. | | | | | |explain how the absence of data quality, accuracy, and | |Including loss of revenue, sales, competitive advantage, customers; poor | |timeliness will impact on organizations; | |decision-making; missed opportunities; impact on problem solutions. | | | | |explain the concept of normalization; | |Definition of normalisation; attribute redundancy and anomalies; normal forms: | | | |including first normal form (1NF), second normal form (2NF), third normal form | | | |(3NF); keys: primary, foreign and composite (or compound or concatenated); | | | |partial and non-key dependencies; relationships, use of entity-relationship | | | |diagrams (ERD). | | | | |apply normalisation rules to remove normal form | |To 1NF, 2NF and 3NF; removal of attribute redundancy and anomalies, such as | |violations; | |repeating groups of data (or attributes), partial and non-key dependencies. | | | | | |explain how normal for relations impact databases; | |Including improve performance, data consistency, data integrity. | | | | | |construct a database. |Including forms; reports, queries, tables, tuples, relationship links, enforcing | | | |referential integrity, updates or deletions, use of foreign keys, use of macros, | | | |SQL, data validation and verification strategies; used to analyse data and | | | |provide multiple viewing and reporting of data. | | | | | Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it throughout the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contai ned in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop confidence in selecting and using productivity tools to solve real-life problems; 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations; 3. develop the competence to present information in the appropriate manner; 4. use informat ion critically; 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain reasons for the use of IT tools; | |Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, | | | |presentation of information, integration of processes, decision making; storage | | | |and retrieval of large volumes of data; manageability of task; pressures from | | | |clients, competitors and suppliers. | | | | |explain the functions and uses of the major types of | |Examples of different types of software packages and their function and uses. | |software tools; | |Including Financial Packages, Software Development Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Presentation Tools, and Database Management Tools, | | | |Desktop publishing, graphics and personal information management. | | | | | |explain where a word processing tool is appropriate; | |Main purpose and uses; significa nt features of the tool. | | | | |explain where a spreadsheet tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a presentation tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a database management system tool is | |Main purpose and uses; significant features of the tool. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | | |use IT tools to solve real-life problems; | |Including hardware, application software, and communication tools; main purpose | | | |and uses of tool; significant features of the tool. | | | | |justify the use of IT tools to solve real-life problems;| |Criteria for selection including the nature of the solution, type of analysis | | | |required (calculations, formatting, graphing), type of data, type o f storage, | | | |type of access method, type of processing, type of reports (detailed, summary, | | | |preformatted, ad hoc). | | | | | |use the most appropriate format to display or present | |Format including text, graphics, sound, video, graphs, charts and tables. |information; | | | | | | | |use appropriate information sources to retrieve and | |Criteria for selection, appropriateness for task, types of information sources: | |disseminate information for a particular task; | |including books, journals, catalogs, magazines, newspapers, online libraries, | | | |CD-ROMs, DVDs, electronic databases, web sites, and people. | | | | | |justify the acceptance or rej

5 Ways to Get Back on Track After the Holidays

5 Ways to Get Back on Track After the Holidays It’s the first workday in January. You’re back at your desk after a rough back-to-normal commute, and you may even be a wee bit hungover from New Year’s shenanigans (we don’t judge). Your office will be back to business-as-usual, which means you need to be too. Here are some ways to make that transition from Holiday You back to Everyday You with minimal stress and fuss. 1. Don’t expect to go full-throttle at 9 a.m.Remember, many of your officemates will be in the same situation, easing back to normal after travel or down time. It’s likely that no one is interested in a 9 a.m. meeting or expects you to have everything sorted and addressed right away. Before you even get to work, think about what you want to accomplish that first day back. Pick one or two main goals for your day. If you have standard daily tasks, give yourself a little more time to do those so that you can get used to the routine again.2. Do some triage before you dive in.Inste ad of responding to emails in the order they came in while you were out, dig through your inbox first. Urgent, red-exclamation-point emails should get priority of course, but after that figure out what needs to be addressed right now versus items that can wait until later in the day (or even tomorrow). This way you’ll get some control over your day, instead of being a slave to the inbox.3. Schedule some breaks.Even if it’s five minutes to grab a coffee or just to take a quick walk, make sure you’ve given yourself the opportunity to take breathers. Don’t tether yourself to your desk for eight hours. If possible (and it’s not too cold), step outside for some fresh air, especially around lunchtime.4. Bring a snack.This might sound a little juvenile, but it’s just as valid for adults as for kids. If your workplace is anything like mine, the place has been full of candy and holiday treats for the past month. Now that the holidays are over, the of fice will likely go back to being a sad, candy-less place. Yet your brain and your body may have become conditioned to get treats at various points during the day, so bringing a small snack to keep at your desk can help calm those expectations of goodies. Double bonus points if you pack something healthy.5. Try to leave on time.Unless there’s a very specific project or reason to stay beyond your normal work hours, peace out on time- especially on the first few days back. This can help you mentally reset your routine. Plus, it sets a boundary for the upcoming year, especially if work-life balance was one of your resolutions.The first day back can be a challenge. Remember that you’re not alone, and there are things you can do to make it easier on yourself. There’s no need to be a hero on day one. After all, it’s a long way until the next big holiday weekend! Aiming for â€Å"calm and productive† is a solid start to 2016.

Sociolgical Essay Example

Sociolgical Essay Example Sociolgical Essay Sociolgical Essay Americans Disabilities Act (DAD): If you have a disability that qualifies under the Americans with Disabilities Act and you require special assistance or accommodations, you should contact the designated coordinator for your campus for Information on appropriate guidelines and procedures: Polarities Campus, Tania Moody at 601-403-1060 or [emailprotected] Du; Forrest County Center, Deborah Hewitt at 601-554-5503 or [emailprotected] Du; Hancock Center, Raymond Barnes at 228-252-7000 or [emailprotected] Du. Distance Learning Students who require special assistance. Accommodations, and/or need for alternate format should contact Tania Moody at [emailprotected] Du. Course Description: This Is an introductory course designed to give a general overview of the perspectives, concepts, and methodology of sociology. Students will be encouraged to think critically about social life. Three semester hours credit. Course Goals and Objectives: The course goals and objectives will be met if, upon com pletion, the student Is conversant with the following Important aspects of Sociology: the Sociological Perspective, Culture, Colonization, Social Structure and Social Interaction, Social Groups and Formal Organizations, Deviance and Social Control, Global Stratification, Social Class in the United States, Inequities of Race and Ethnicity, Inequalities of Gender and Age, Politics and the Economy, Marriage and Family Issues, Education and Religion, Population and arbitration, and the Impact of Technology on Social Change. Outcome Competencies: upon completion of the course, students will be able to: Communicate both the scientific rigor and personal relevance of Sociology. Clearly explain the Sociological concepts and how they are linked. Summarize the important issues in Sociology that impact their own worldview. Discuss controversial topics in I OFF set the stage for todays research. Personalize historical figures in Sociology with interesting details about their lives and contributions to the discipline. Relate what they have learned about Sociology to their personal lives and to their relationships with others. Required Text: Heinlein, James M. (2012). Essentials of Sociology: A Down to Earth Approach. 10th deed. Boston: Pearson. ISBN: 978+205-89847-3 Weekly Schedule: The school week for this course will run from Monday to Sunday. You are expected to maintain pace with the course schedule, which includes weekly readings, discussion board participation, assignments, and occasional quizzes. You are also expected to check Canvas weekly for announcements, potential changes to the course calendar, and occasional bonus point assignments. All assignments will be posted on Monday under the modules tab on the course website. These assignments are due Sunday evening at 1 1 pm. Attendance and Absences: This is not a self-paced, independent study course. This course has specific assignments that must be completed at the end of each week. Students that do not complete at least one assignment during the week will be marked absent. Absences will be tabulated the Monday morning at 8:maam following the week in which assignments are made available on Canvas. For example, most weeks you are assigned a discussion assignment and a quiz. If you dont complete any of these assignments, you will be marked absent. If you complete at least one assignment you will be marked present. However, in order to be successful in this class, it is recommended that you must complete all of your assignments. You will receive a warning notice after each absence. Once you have reached your third absence, you will be removed from this course and receive a W. Even though you may be marked absent from failing to submit assignments by Monday morning at am, you can still submit assignments the following week with a late penalty. Excused Absences: The only university excused absences are those that are a result of a school sponsored activity. Because you have a week to complete all assignments, it is expected that you try and work around these school functions. For example, a football game on a Thursday does not excuse you from completing assignments for that week since you have six other days to complete them. In some rare circumstances will you be officially excused for school trips. In that event, the appropriate school sponsor will notify me. For all other extenuating circumstances (illness, family death, etc. ) please notify me ahead of time and I will work with you to extend deadlines. NOTE: A broken computer or no internet does not constitute an excused absence or legitimate reason to extend assignments. You should always be prepared with a back up plan in the event of these circumstances. You always have the option to go to the local library or school campus to complete work. Board forum. The purpose of this forum is to build class community and to encourage dialogue amongst your peers. Some of these topics are controversial by nature. It is expected that you keep all postings objective, respectful, and academic in nature. Those that are offensive will be removed and will not be given any credit. Furthermore, students who continue to post offensive dialogue despite instructor intervention may be removed from the course. Weekly Quizzes: Every few weeks you will be required to complete a quiz. These quizzes will help prepare you for the content covered in the midterm and final exam. The quizzes will be multiple-choice questions, fill in the blank, short answer, and will be timed. Proctored Exams: You are required to schedule your final exam through a proctoring center. You are required to schedule exams early so that you can find a time that meets your schedule. I do not accept the excuse of proctoring centers are full or l oldest come at any times they had available. You are required to take your exam by the required due date (see course home page for dates). You can schedule an exam on the learning website. Keep in mind that during the summer, proctoring centers are closed on Fridays. Course Requirements/Grading: Your course grade is calculated out of one proctored final exam, weekly discussion boards, and quizzes. There will also be opportunities throughout the semester to gain bonus points. These opportunities will be posted on the Announcements page and will each have specific deadlines. A breakdown of points for the class is as follows: Quizzes: 40% Discussion Board other weekly assignments: 35% Final Examination (cumulative): 25% Academic Honesty: Plagiarism is a serious offense and will not be tolerated in any written work, including reaction papers or blob posts. If your papers are popularized, they will be graded accordingly. Options include, but are not limited to, failing the assignment, failing the course, and/or expulsion from school. Students can expect their writing submissions to be monitored by computer software designed to expose and document plagiarism.